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Open Access research that is better understanding work in the global economy...

Strathprints makes available scholarly Open Access content by researchers in the Department of Work, Employment & Organisation based within Strathclyde Business School.

Better understanding the nature of work and labour within the globalised political economy is a focus of the 'Work, Labour & Globalisation Research Group'. This involves researching the effects of new forms of labour, its transnational character and the gendered aspects of contemporary migration. A Scottish perspective is provided by the Scottish Centre for Employment Research (SCER). But the research specialisms of the Department of Work, Employment & Organisation go beyond this to also include front-line service work, leadership, the implications of new technologies at work, regulation of employment relations and workplace innovation.

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Beyond the consumption of knowledge : questioning of and questing for future forms of pedagogy in architectural education

Salama, Ashraf M. (2012) Beyond the consumption of knowledge : questioning of and questing for future forms of pedagogy in architectural education. In: The Proceedings of Malaysian Architectural Education Conference. Universiti Putra Malaysia, Serdang, Selangor, pp. 2-11.

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Abstract

This paper responds to some of the negative tendencies that continue to characterize the delivery of knowledge in architectural education. It accentuates the shift from mechanistic pedagogy to systematic pedagogy and outlines the characteristics of each. Building on critical pedagogy and the hidden curriculum concept transformative pedagogy is introduced as a form of pedagogy that can be interweaved into conventional teaching practices. Translating the premises underlying these pedagogies and building on the author’s earlier work on design studio pedagogy and the teaching practices involved, a theory that explores the integration of knowledge in architectural design education is articulated. The paper demonstrates how the theory and its underlying components and mechanisms can be applied to both lecture-based courses and design studio sittings. In an attempt to address the challenges architectural education should encounter, the implementation of the theory would offer students multiple learning opportunities while fostering their capabilities to shift from passive listeners to active learners, from knowledge consumers to knowledge producers, while positioning themselves in a challenging future professional world.