Activating Built Pedagogy: A Genealogical Exploration of Educational Space at the University of Auckland Epsom Campus and Business School

Autor/in	Locke, Kirsten
Titel	Activating Built Pedagogy: A Genealogical Exploration of Educational Space at the University of Auckland Epsom Campus and Business School
Quelle	In: Educational Philosophy and Theory, 47 (2015) 6, S.596-607 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2014.964159
Schlagwörter	Foreign Countries; Universities; Campuses; Classrooms; Physical Environment; Architecture; Business Administration Education; Instruction; School Buildings; New Zealand + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Classroom; Klassenraum; Natürliche Umwelt; Architektur; Teaching process; Unterrichtsprozess; School building; Schulgebäude; Neuseeland
Abstract	Inspired by a new teaching initiative that involved a redesign of conventional classroom spaces at the University of Auckland's Epsom Campus, this article considers the relationship between architecture, the built environment and education. It characterises the teaching space of the Epsom Campus as the embodiment of educational policy following its inception in the early 1970s. Heralded as a modernist work of architecture juxtaposing material and textural combinations, the Epsom Campus emerged as a metaphorical vanguard of teaching pedagogy that stood as a symbol of a more progressive and culturally inclusive style of education. With consideration for a different kind of architectural space and pedagogy at the city-based business school, the article extends an understanding of spatiality and learning, and argues the structural architectonics of the teaching space and the built environment confer their own pedagogical value. By drawing on the critical stance of Nietzsche's genealogical methodology for reading history, strands of historical discourse and "vibrant materialities" are considered so that the "built pedagogy" of both contexts can be activated and explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01