| 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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| 11. |
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| 12. |
- Brown, James Benedict, 1982-
(författare)
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Knife edge : Abingdon Street Gardens and its field of vision
- 2023. - 1
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Ingår i: Parliament buildings. - London : UCL Press. - 9781800085367 - 9781800085350 - 9781800085343 - 9781800085374 ; , s. 298-310
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Bokkapitel (refereegranskat)abstract
- This chapter is a critical exploration of the mediated image of the nineteenth century Palace of Westminster, the seat of the United Kingdom’s (lower) House of Commons and (upper) House of Lords. It is particularly concerned with the reproduction of that image from the point of a view of a small public park, the importance of which became internationally apparent in the months leading up to and following the United Kingdom European Union membership referendum of 23 June 2016.
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| 13. |
- Brown, James Benedict, 1982-, et al.
(författare)
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Let Loose the Loganberries of War : Making Noise and Occupying Space in Govanhill
- 2010
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Ingår i: Field. - : Sheffield School of Architecture. - 1755-0068. ; 3:1, s. 125-131
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Tidskriftsartikel (refereegranskat)abstract
- In the early hours of Tuesday 7 August 2001 approximately two hundred and fifty police officers - including mounted officers and an aerial surveillance unit - converged on Calder Street in the Glasgow neighbourhood of Govanhill. Accompanied by eight sheriff's officers bearing court orders for eviction, they had come to bring to an end the longest public occupation of a civic building in British history. For the previous 135 days up to seventy local residents at a time had occupied a building described by Historic Scotland as 'an architecturally and historically important part of the city’s history ... particularly important culturally in that until recently they offered a valued and distinctive facility open to all members of the community.'2 It took almost twenty hours to evict the protesters and seal the building with steel shutters. By late evening a crowd of approximately 200 people had gathered on the streets outside. Eggs, flour bombs and fruit were thrown at police officers, and the air was thick with the overpowering stench of garlic powder, three catering-sized tubs of which had been emptied around the building to confuse sniffer dogs sent into to locate the last of the protesters.
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| 14. |
- Brown, James Benedict, 1982-
(författare)
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Making the studio smaller
- 2021
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Ingår i: Design and Technology Education. - Banbury : The Design and Technology Association. - 1360-1431 .- 2040-8633. ; 26:4, s. 256-268
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Tidskriftsartikel (refereegranskat)abstract
- The studio is a space apart in the university, an environment unique to creative and design disciplines. As we emerge into the pre-dawn light of the post-COVID era, we should use the insight gained from the pandemic to speculate about the future. This article invites the reader to speculate about the possibility of a smaller design studio in architectural education: one that is smaller in its spatial, temporal, pedagogical and cultural dimensions. What if, instead of demonstrating the plurality of architectural practice through the breadth and diversity of elective studio ‘units’, we reduce the scope of design courses to create space for others?
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| 15. |
- Brown, James Benedict, 1982-
(författare)
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Mediated Space : The Architecture of News, Advertising and Entertainment
- 2018
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Bok (refereegranskat)abstract
- As the social media revolution embeds itself in our daily lives, and as those who once consumed media become producers, established broadcast media producers are witnessing the dissolution of trust in their established authority. Mediated Space critiques contemporary intersections of Architecture and broadcast media that exploit spaces and places that are real, imagined or hybrids of the two in order to re-establish and strengthen the power of traditional capitalist mechanisms of production and consumption. Examining eight spatial constructions in North America, Europe, the Middle East and Africa, Mediated Space embarks on a global exploration of how architecture, spatial design and technology conspire in the service of global capitalism. In three thematic parts that focus on the automotive space of the city, the journalistic space of the news room and the mediated skyline of the city, Mediated Space makes an architectural critique of spaces that are rarely designed by architects but that are experienced every day by millions of people.
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| 16. |
- Brown, James Benedict, 1982-, et al.
(författare)
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Motivational Misalignment : Managing The Competing Drivers Of Trans-National Design-Build In Rural South Africa
- 2020
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Ingår i: Building Beyond Borders : Fall symposium 2020. - Hasselt. - 9789089130815 ; , s. 158-163
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Konferensbidrag (refereegranskat)abstract
- The University of Nottingham (UoN) has run a series of design/build projects in South Africa for ten years. Over the past four years, a concerted effort has been made by new stakeholders in the University to re-align the work towards a more explicitly collaborative, focused, and equitable model. This effort and the subsequent changes have revealed an unexpected range of motivations in all participants: both in teachers and students; both in clients and facilitators; and both in northern and southern collaborators. The projects, not uncommon to building beyond borders, have a series of stakeholders: students, educators, end users, University Institutions, and non-governmental organisations. The motivations for each to enter a project are diverse and can be contradictory. This paper explores the motivations of some of these stakeholders, and lays the groundwork for more formal studies with others.
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| 17. |
- Brown, James Benedict, 1982-
(författare)
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Moving materials and ways of life
- 2023
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Konferensbidrag (refereegranskat)abstract
- Although absurd to outsiders, the process of moving houses (husflyttningar) in northern Sweden is quite common. A husflyttning will always draw a crowd of spectators and perhaps get a photograph in the local newspaper, but what is most remarkable about the act of moving a house is how unremarkable it is. Understanding house movements, whether for economic or cultural purposes, and whether piecemeal or wholesale, gives us an opportunity to understand some of the fundamental intellectual questions about our built environment.
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| 18. |
- Brown, James Benedict, 1982-
(författare)
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Postdigital architecture
- 2023
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Ingår i: Encyclopedia of postdigital science and education. - : Springer. - 9783031354694
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Bokkapitel (refereegranskat)abstract
- Architecture is the practice of designing buildings, and the mastery of the knowledge and skills to do so. Architectural authorship is often ascribed to individual architects. However, since the adoption of technologies such as Computer-Aided Design (CAD) and Building Information Management (BIM), the design of buildings has become more dynamic and collaborative. Postdigital architecture is characterised, therefore, by the ways in which the skills and knowledge employed in the design and construction of buildings are no longer the exclusive preserve of the architect.
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| 19. |
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| 20. |
- Brown, James Benedict, 1982-, et al.
(författare)
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Students in the forest : the role of design-build pedagogies in repairing material disconnections in architecture education
- 2023
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Ingår i: International Journal of Art & Design Education. - : John Wiley & Sons. - 1476-8062 .- 1476-8070. ; 42:2, s. 230-245
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Tidskriftsartikel (refereegranskat)abstract
- This article explores an intellectual disconnection in architectural education about the conception of wood as a building material. It explores initiatives to develop in future architects a deeper consciousness of the complex ecology of timber, promoting its sustainable use in the building industry. It explores six case studies drawn from architectural education to explore the ways in which the properties that make timber sustainable are explored through research and design, and how this deep understanding is transferred to students through hands-on applications.
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| 21. |
- Brown, James Benedict, 1982-
(författare)
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The captive lecturer
- 2022
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Ingår i: Architectural education through materiality. - Abingdon : Taylor & Francis. - 9781003201205 - 9781032062099 ; , s. 235-248
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Bokkapitel (refereegranskat)abstract
- This chapter is a critical reflection on my relationship as a university teacher with the act of recording one’s teaching. While this chapter was conceived before the Covid-19 pan- demic as a history of lecture capture in the university, it has necessarily evolved as a result of the highly changed circumstances under which it has been written. The personal and the professional have become conflated. Before the pandemic, I actively hampered attempts to record my teaching. I forcibly turned wall-mounted cameras away from the room, affixed post-it notes on camera lenses and unplugged microphones. Now, I am taking steps to ac- tively (and perhaps permanently) record my teaching for dissemination in non-linear and non-traditional form.
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| 22. |
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| 23. |
- Brown, James Benedict, 1982-
(författare)
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Towards second-wave architectural ecopedagogies
- 2022. - 1
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Ingår i: Postdigital ecopedagogies. - Cham : Springer. - 9783030972615 - 9783030972622 ; , s. 215-230
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Bokkapitel (refereegranskat)abstract
- Buildings are responsible for 38% of all global CO2 emissions: the responsibility of architectural educators to prepare future architects for this reality demands radical action. Considering the tendency of architectural practice and education to pursue an abstractive relationship to the non-human environment, this chapter explores a lineage of three first-wave architectural ecopedagogies: Arcosanti, the Women’s School of Planning and Architecture, and the Centre for Alternative Technology in Wales. It uses these three very different endeavours to speculate about the need for radical responses to the climate emergency and about the challenges that will be faced by emergent second-wave architectural ecopedagogies.
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| 24. |
- Brown, James Benedict, 1982-, et al.
(författare)
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When design-build met the live project – or – What is a live-build project anyway?
- 2022
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Ingår i: Experiential learning in architectural education. - Abingdon : Routledge. - 9781032212913 - 9781003267683 ; , s. 9-24
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Bokkapitel (refereegranskat)abstract
- Over more than a decade Design/Build Studio in the Department of Architecture and Built Environment at the University of Nottingham (UoN) in England has engaged more than 350 students of architecture and raised more than half a million pounds to fund the construction and delivery of childcare facilities in South Africa. This chapter presents a critical history of the UoN Design/Build Studio and explores the conflation of the interpretations and intentions of design-build and live project pedagogies.
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| 25. |
- Carless, Tonia, et al.
(författare)
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Structural moves in Norrland
- 2023
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Ingår i: Relate North. - Viseu : InSEA Publishing. - 9789895360086 - 9789895360079 ; , s. 132-151
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Bokkapitel (refereegranskat)abstract
- Based in Umeå, Northern Sweden, this project looks at the phenomena of moving whole houses and other buildings. This practice occurs through- out Sweden, in the USA, New Zealand and other territories. Moving structures this way has occurred for over a hundred years. This research picks up the practice, initially through the potential spectacle of the event of moving structures, and then focuses on a more material and poetic aspect of the practice. It has not been researched in depth and much of what seems to be understood as a normal, if infrequent phenomena, raises questions about the use of resources, spatial planning and conceptions and representations of space and artifacts. There is also an appreciation of the substantial immediacy of process of moving a particular house, the aquired skills and knowledge of the mover, of materials and substances in the process and also how it stands in contrast to the production and representation of architecture and spatial plans framed through the conceptual and actual lens of digital screens. The process of moving a particular house became the subject of documentation, from stages of preparation to the uplift, the unsettling, moving and settling. Through re- peated visits to the sites of the house moves, it became possible to develop awareness of the history and extent of this practice. The house mover Magnus Mårtensson has more than forty years of experience of the history of house and building moving. Part of the research was to re-visit original sites and the new location of the house after several months. This was a photographic and video documentation and material for re-thinking the process. The form of this was further photographic and video work, to record and project the mid-summer move, along with historic materials from the public library history collection and regional museums onto and into sites, buildings and surfaces. This chapter has four parts. There are inserted transcripts of comments from a video interview with Magnus Mårtensson and his son Andreas Mårtensson (who had worked with Magnus on house moving). There is an historic overview of the practices of moving houses by James Benedict Brown. There is also a theoretical frame to the process of mov- ing houses and the fourth section is a description of some of the creative and potentially speculative re-presentation of the process and practice of moving buildings, which has been developed collaboratively with Robin Serjeant, through the Relate North Symposium at Yukon University in January 2023 The inserted transcripts develop the spatial significance of this particular form of building moving. It allows for close reading of the economy of the production of space, through this traditional process, which is associated with restrictions on the dimensions of the space. It occurs without the use of specialist cranes and cages.
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| 26. |
- Carless, Tonia, et al.
(författare)
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WIDE LOAD [BRED LAST] : a house moved
- 2023
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- The book is a photographic archive and text of a house move in Northern Sweden. It considers the historic, cultural, technical and material significance of wholesale house moving (husflyttningar) in the region, through a single, historic house move in Umeå, 2021. The main frame of analysis is the spatial politics of un-building. It is an investigation of the vernacular mobility of shifting built and occupied forms in relation to a historic and future context of urban reconfiguration, a proposed architecture of de-growth in Northern Sweden. The visual work explores context through the form of the book itself. It is also a potential model that constructs and translates analysis of the space. It is a collaborative architectural work to document the house move and other spatial productions, models, drawings and collage of the space beneath and between the ground and house, image projections, exhibitions and events, as public exchange.
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| 27. |
- Pirrie, Anne, et al.
(författare)
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Field/Work, Site, and Other Matters: exploring design practice across disciplines
- 2011
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 9:5
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Tidskriftsartikel (refereegranskat)abstract
- This article explores educational research and theory in the area of the built environment by reflecting on the challenges of interdisciplinary enquiry and the prerequisites for successful interdisciplinary practice. The genesis of a particular example of interdisciplinary collaboration is explored, and the authors come to the deceptively simple conclusion that taking time is the sine qua non for engaged and reflective collaborative practice. The article draws upon a variety of disciplines, including anthropology, sociology, cultural studies and architecture, to elaborate a set of distinctions that are then explored in relation to two specific examples from architectural education. The distinctions are between wayfaring and travelling and their epistemological analogues, namely inhabitant and occupant knowledge. To return to territory more familiar to those engaged in education in the built environment, we also explore the differences between sketches and plans. The authors reconsider Polyark (an educational initiative in which students from the Architectural Association in London took to the road in a decommissioned London bus) and its successor, Polyark II, in terms suggested by these distinctions. These examples illustrate the difficulty designers, educators and researchers face when they attempt to move away from normative design practice. However, they also open up new prospects for an elaboration of wayfaring practice across disciplines.
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