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Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis
Includes bibliographical references (leaves 105-108).
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2014
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| _version_ | 1867613236610727936 |
|---|---|
| access_status_str | Open Access |
| author | Carter, Francis |
| author2 | Muller, Johan |
| author_browse | Carter, Francis Muller, Johan |
| author_facet | Muller, Johan Carter, Francis |
| author_sort | Carter, Francis |
| collection | Thesis |
| description | Includes bibliographical references (leaves 105-108). |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/10248 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:32:56.154Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/10248 Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis Carter, Francis Muller, Johan Education Includes bibliographical references (leaves 105-108). There appears to be a gap in architectural knowledge between design theory and implementation practice which is difficult to bridge in teaching, learning and work. As evidence of the existence of this gap two sources of data are contrasted: exhibition catalogues which convey what individual architects say to each other about their work, and official reports which convey what institutional representatives of the organised profession say about failures in the work of architects. These data sets are contradictory, reinforcing the possibility of a fault-line between design knowledge and implementation. The question then arises as to whether this tension in professional knowledge in the field of production is reflected in the pedagogisation of the knowledge, reinforced through its transmission. As the architectural curriculum in Commonwealth countries has a generic format, this generic curriculum is analysed next, in terms of Bernstein's concepts of classification of framing, and integration of collection. 2014-12-27T14:14:29Z 2014-12-27T14:14:29Z 2007 Master Thesis Masters MPhil http://hdl.handle.net/11427/10248 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Carter, Francis Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis |
| thesis_degree_str | Master's |
| title | Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis |
| title_full | Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis |
| title_fullStr | Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis |
| title_full_unstemmed | Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis |
| title_short | Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis |
| title_sort | fractured pedagogy the design and implementation fault line in architectural knowledge a conceptual and historical analysis |
| topic | Education |
| url | http://hdl.handle.net/11427/10248 |
| work_keys_str_mv | AT carterfrancis fracturedpedagogythedesignandimplementationfaultlineinarchitecturalknowledgeaconceptualandhistoricalanalysis |