CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Voices for change in architectural education: Seven facets of transformation from the perspectives of faculty women
Tác giả
Groat L.N.; Ahrentzen S.B.
Năm xuất bản
1997
Source title
Journal of Architectural Education
Số trích dẫn
12
DOI
10.1080/10464883.1997.10734734
Liên kết
Tóm tắt
In the face of massive cultural, technological, and economic changes, the profession of architecture, not unlike many other professions, will be forced to reconceptualize and transform itself. Architectural education, as the entry point for future generations of architects, will of necessity have to be at the forefront of such a transformation. The thesis of this article is that faculty women in architecture occupy a special position to advance this agenda for change, both in terms of the substantive scope of the field and in terms of the pedagogical principles by which it is taught. Evidence to support these arguments is drawn primarily from our in-depth interviews with a sample of more than forty faculty women, a previously unpublished study funded by the Graham Foundation. Seven specific facets of transformation are discussed with reference both to the recently released Carnegie study and to other work on the implications of global change on higher education. The seven facets of transformation are the ideals of a liberal education; interdisciplinary connections; the integration of different modes of thought; connections to other disciplines through beginning studios; the reformation of pedagogical practices; collaboration; and caring for students. © 1997 ACSA, Inc.
Từ khóa
Tài liệu tham khảo
Fisher T., Can This Profession Be Saved?, Progressive Architecture 75/2, 44, (1994); Groat L.N., Reconceptualizing Architectural Education: The Necessity for a Culturalist Paradigm, Architecture + Culture: Proceedings of the International Research Symposium, pp. 259-264, (1993); Landecker H., Why Aren't More Women Teaching Architecture?, Architecture, 80, 10, pp. 23-25, (1991); Duderstadt J., Intellectual Transformation at the University of Michigan, (1995); Jenkins D., Changing the Culture for Women in Science and Engineering, Women in Higher Education, 4-6, (1995); Dogan M., Pahre R., Creative Marginality: Innovation at the Intersections of Social Sciences, (1990); Olsen D., Maple S.A., Gender Differences among Faculty at a Research University: Myths and Realities, Initiatives: Journal of the National Association of Women in Education, 55, 4, pp. 33-42, (1993); Fisher, Can This Profession Be Saved; Groat, Reconceptualizing Architectural Education; Boyer E., Mitgang L., Building Community: A New Future for Architecture Education and Practice, (1996); L. Jackson, Strategic Study of the Profession, (1993); Duderstadt, Intellectual Tranformation; Wilshire B., The Moral Collapse of the University, (1990); Ahrentzen S., Groat L., Rethinking Architectural Education: Patriarchal Conventions and Alternative Visions from the Perspectives of Faculty Women, Journal of Architectural and Planning Research, 9, 2, (1992); ACSA News, pp. 26-33, (1996); Landecker, Why Aren't More Women Teaching Architecture; Duderstadt, Intellectual Transformation; Jenkins, Changing the Culture; Hooks B., Marginality as Site of Resistance, Out There: Marginalization and Contemporary Cultures, pp. 341-343, (1990); Ahrentzen S.B., The F Word in Architecture, Reconstructing Architecture: Critical Discourses and Social Practices, (1996); Domer D., Sprekelmeyer K., The Liberal Education of Architects, pp. 33-41, (1990); Fuller T., The Voice of Liberal Learning: Michael Oakeshott on Education, (1989); Fisher T., Career Satisfaction, Progressive Architecture, 68, 2, pp. 16-20, (1987); Green D., The Class of 1999: What Separates the Women from the Men?, Women in Higher Education, 5, 3, (1996); Reich, The Work of Nations; Aisenberg N., Harrington M., Women of Academe: Outsiders in the Sacred Grove, (1988); Thompson Klein J., Interdisciplinarity: History, Theory and Practice, (1990); Boyer E., Scholarship Reconsidered, (1990); Kaplan M., Statistics on Tenured Faculty, ACSA News, pp. 23-31, (1993); Wilshire, Moral Collapse, pp. 271-272; Schon D., Educating the Reflective Practitioner, (1987); Curry L., Jon F., Wergin, and Associates, eds, Educating Profession als: Responding to New Expectations for Competence and Accountability, (1993); Mitgang L., Could Design Education Save Our Schools?, AIArchitect, 3, (1996); Bernstein E., Law School Women Question the Teaching, New York Times, (1996); Seider J.J., A Building of Her Own, U.S. News and World Report, pp. 66-68, (1996); Slatalla M., H-P Team an Anomaly in Engineering, Los Angeles Times, (1996); Brody C., Collaborative or Cooperative Learning? Complementary Practices for Instructional Reforms, Journal of Staff, Program, and Organization Development 12/3, pp. 133-143, (1995); Groat L., Ahrentzen S., Reconceptualizing Architectural Education for a More Diverse Future: Perceptions and Visions of Architectural Students, JAE, 49, 3, pp. 166-183, (1996)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus