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This book is a unique collection of new and existing articles about progressive architectural teaching and learning. It is about restructuring architectural education--a project that defines itself within a transformative definition of society. Dialectically linking architectural education and society, the book presents authors who conceptualize architectural pedagogy within a critical analysis of the larger society, and who construct forms of teaching and learning experiences that reveal and contest professional and societal directions. The authors present a multiplicity of voices, including women, people of color, and students; voices often marginalized but crucial to a remapping of the cultural-political terrain in their struggle to make issues of gender, race, class, etc. central to a reconceptualization of architectural education and pedagogy. This anthology, then, is more than a mere list of projects and pedagogies--it is a theoretical investigation of critical practices in architectural education that engage the world in order to change it.
This book will challenge architectural educators to think consciously of their work and experiences in political and cultural terms. Insofar as architectural teachers plan instruction, determine readings, and select programs and building types for studio investigations, they are implementing a theory. The question, of course, is whether teachers are fully aware of the theoretical base of their actions. Since theory usually embodies interests grounded in societal forms of power, it has political consequences. This book sees education and pedagogy as forms of cultural politics--constructing a new terrain that will invigorate architectural pedagogy and focus discussion toward a needed architectural/educational/political project. Voices in Architectural Education will be invaluable to professors and students of architecture in both graduate and undergraduate education, as well as to practitioners of the architecture profession.
Sommario
Foreword by Henry A. Giroux
Introduction by Thomas A. Dutton
IssuesForms of Resistance: Politics, Culture, and Architecture by Tony Schuman
Crossover Dream: A Parti(r), Structures for Knowledge of Difference by Lian Hurst Mann
Dilemmas of Architectural Education in the Academic Political Economy by James M. Mayo
Architectural Education and Society: An Interview with J. Max Bond, Jr. by Thomas A. Dutton
An Undergraduate Voice in Architectural Education by Lauren L. Willenbrock
Beyond Cultural Chauvinism: Broadening and Enriching Architectural Education by Julie Diaz, Shirl Buss, and Sheryl Tircuit
StrategiesCultural Invisibility: The African American Experience in Architectural Education by Brad Grant
The Hidden Curriculum and the Design Studio: Toward a Critical Pedagogy by Thomas A. Dutton
Biculturalism and Community Design: A Model for Critical Design Education by Anthony Ward
Introducing Gender into Architectural Studios by Jacqueline Leavitt
Rethinking Architectural History from a Gender Perspective by Karen Kingsley
Learning to Teach and Teaching to Learn by Alan Feigenberg
Selected Bibliography
Index
Info autore
THOMAS A. DUTTON is Professor of Architecture at Miami University, Ohio. His research focuses on the connections between critical pedagogy, architectural education, and architectural theory. He has published numerous articles and is currently on the Editorial Board of the Journal of Architectural Education. Dutton has organized and expanded the Careers in Teaching Seminar as part of the annual meetings of the Association of Collegiate Schools of Architecture (ACSA). He was the 1990 recipient of the ACSA Creative Achievement Award in recognition of his sustained contributions to architectural design education and his creative use of the design studio.
