| 1. |
- Brown, James Benedict, 1982-, et al.
(författare)
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A Gendered Profession : The question of representation in space making
- 2016
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Bok (refereegranskat)abstract
- The issue of gender inequality in architecture has been part of the profession's discourse for many years, yet the continuing gender imbalance in architectural education and practice remains a difficult subject. This book seeks to change that. It provides the first ever attempt to move the debate about gender in architecture beyond the tradition of gender-segregated diagnostic or critical discourse on the debate towards something more propositional, actionable and transformative. To do this, A Gendered Profession brings together a comprehensive array of essays from a wide variety of experts in architectural education and practice, touching on issues such as LGBT, age, family status, and gender biased awards.
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| 2. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19
- 2020
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 2:3, s. 1069-1230
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A collection of 84 author's testimonies and workspace photographs between 18 March and 5 May 2020.
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| 3. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19 : The New Normal
- 2022
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868. ; 4:3, s. 877-1015
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Tidskriftsartikel (refereegranskat)abstract
- On 17 March 2020, Postdigital Science and Education launched a call for testimonies about teaching and learning during very frst Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19’ (attached), presents 81 written testimonies and 80 workspace photographs submitted by 84 authors from 19 countries. On 17 March 2021, Postdigital Science and Education launched a call for a sequel article of testimonies about teaching and learning during very first Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19—1 Year Later’(attached), consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries.These two articles have been downloaded almost 100,000 times and have been cited more than 100 times. This shows their value as historical documents. Recent analyses, such as ‘Teaching in the Age of Covid-19—A Longitudinal Study ’(attached), also indicate their strong potential for educational research. As the Covid-19 pandemic seems to wind down, pandemic experiences have entered the mainstream. They shape all educational research of today and arguably do not require special treatment. Yet, our unique series of pandemic testimonies provides a unique opportunity to longitudinally trace what happens to the same people over the years—and this opportunity should not be missed.Today, we launch a call for fnal sequel: Teaching in the Age of Covid-19—The New Normal. In this sequel, we would like to hear about ways in which you—contributors to the previous articles—have established your own new normal. We hope that this will be the last iteration in this series of testimony articles. Unless the world faces another strong pandemic outburst, we would like to end the series with this last article.
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| 4. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19—1 Year Later
- 2021
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-485X .- 2524-4868. ; 3:3, s. 1073-1223
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Tidskriftsartikel (refereegranskat)
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| 5. |
- Abrahams, Clint, et al.
(författare)
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Being-in-context through live projects : including situated knowledge in community engagement projects
- 2021
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Ingår i: Critical Studies in Teaching and Learning. - : University of the Western Cape. - 2310-7103. ; 9:SI, s. 99-125
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the ‘live project’ as a pedagogical tool in architectural education in South Africa: one that allows educators and students, through pedagogies-in-context, to access and develop deeply situated knowledge(s) in the context of community engagement. We propose the concept of pedagogies-in-context as pedagogies in multiple overlapping contexts: the physical and social contexts of the higher-education institution, the intellectual, pedagogical, and political contexts of the curriculum, and the socio-economic contexts of educators, students, and communities. A live project allows for multiple ways of being-in-context – as students, educators, researchers, and community members. The paper employs an exploration of and critical reflection on one particular live project. Based on the critical reflection, we propose that in the South African context, live projects can be understood as enterprises to reconstitute situated knowledge(s), thereby empowering students and educators to rewrite their own experiences of learning and teaching by making meaningful connections with communities.
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| 6. |
- Brown, James Benedict, 1982-
(författare)
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A Critique of the Live Project
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis develops a critique (understood as “a detailed analysis and assessment of something,” Oxford English Dictionary, 2010a) of the live project by theoretically contextualising live project pedagogies. Unlike preceding doctoral research into the live project (Sara, 2004; and to a lesser extent Carpenter, 2004 and Findlay, 1996), this thesis does not adopt a position of advocacy regarding live projects; but considers them as opportunities for architectural educators to experiment with the discipline and its pedagogies. The empirical research approached a sample of pedagogical decision-makers - architectural educators - in order to solicit their opinions and lived experiences. Through this inquiry broader practices and cultures of architectural education may then be critiqued. The subject of the thesis, therefore, is not only the live project, but also architectural education as it is understood through the live project.
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| 7. |
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| 8. |
- Brown, James Benedict, 1982-
(författare)
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Camera-on/camera-off : visibility in the design studio
- 2022
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Ingår i: DRS2022. - London : Design Research Society.
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Konferensbidrag (refereegranskat)abstract
- What constitutes, defines or bounds the ‘studio’ in architecture education when it is wholly online? The design studio contributes to a very particular spatial construct in proximal teaching, one that has been challenged during the pandemic as educators have adopted distance and online learning and teaching. This paper presents a brief history of the design studio in architectural education and speculates about three dimensions of visibility therein. It contextualises the design studio against the broader higher education experiences of teaching online during the Covid-19 pandemic, in particular so-called ‘Zoom anxiety’ and ‘Zoom fatigue’ experienced by teachers and students. The paper explores how the visibility of teacher and student in the studio conspire in the reproduction of inequity and precarity in higher education, while also raising questions about students’ agency in disabling their cameras in online teaching.
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| 9. |
- Brown, James Benedict, 1982-
(författare)
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From denial to acceptance : a turning point for design studio in architecture education
- 2020
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- At the time of writing, in early May 2020, most architecture educators have passed through all five stages of the Kübler-Ross model of grief: denial, anger, depression, bargaining, acceptance (Kübler-Ross, 1969). We spent the first two months of the year in a politically-sanctioned period of denial. When it became apparent that the virus was not contained to a specific geographic region or demographic, our governments instigated restrictions and our universities closed. At that point, we entered the phase of anger. Some made it to bargaining and then depression. Those who made it out the other side are emerging with a lukewarm glow of acceptance: we are all distance educators now.
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| 10. |
- Brown, James Benedict, 1982-
(författare)
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Hedonistic sustainability and the timber tower
- 2022
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Ingår i: Seattle Metamodernism Summit 2022.
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Konferensbidrag (refereegranskat)abstract
- In 2019 and 2021, two timber skyscrapers were completed on opposite sides of the Scandinavian peninsula. At 85 metres, Mjøstårnet (Voll Arkitekter, 2019) in Brumunddal, Norway was briefly the tallest timber building in the world, and at 80 metres, Sara kulturhus (White arkitekter, 2021) in Skellefteå, Sweden was the second. Mjøstårnet and Sara kulturhus are gaining international attention for pushing the boundaries of the so-called ‘Scandinavian effect’ (Bonner & Kara, 2020), one that combines the quintessential Nordic building material (Mäntysalo & Nymanbe, 2000) with a new sensibility: one that tries to acknowledge the environmental impact of making buildings while at the same time reinvigorating the tarnished image of the skyscraper. This paper positions itself against this newly emergent literature about the environmental consequences of contemporary architecture and the established body of research on Metamodernism.
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