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ERIC Number: EJ1083589
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0007-8034
Disrupting Determinism: Classroom Design as a Technology
Bowers, Bret
CEA Forum, v39 n1 p108-117 Win-Spr 2010
This section articulates classroom design as a technology. However, by technology I do not simply mean the ways in which technology is used in the writing classroom, but that the classroom space itself functions as a technology. Like Katherine Fredlund and Vanessa Cozza, I too will be discussing the design of the classroom; however, unlike them I will focus my analysis on design through the lens of technology. By viewing classroom design through the lens of technology, I hope to unveil the underlying ideologies in classroom spaces. Furthermore, by taking a substantive view of these classroom spaces, I hope to show the ways in which these spaces dominate the individual pedagogical practices. This view of the classroom will emphasize that these classrooms have been constructed--engineered--and therefore new paths can be found to change the way in which the physical classroom space limits interaction and pedagogy. Through this articulation, I will conclude by looking at ways to disrupt, decenter and democratize these static classroom environments and ultimately investigate new practices so that writing instructors can take back control.
College English Association. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A