ERIC Number: EJ880009
Record Type: Journal
Publication Date: 2010-Mar
Abstractor: As Provided
Reference Count: 37
Changing Pedagogic Codes in a Class of Landscape Architects Learning "Ecologically Sustainable Development"
Lawson, G. M.
British Journal of Sociology of Education, v31 n2 p199-216 Mar 2010
Professional discourse in education has been the focus of research conducted mostly with teachers and professional practitioners, but the work of students in the built environment has largely been ignored. This article presents an analysis of students' visual discourse in the final professional year of a landscape architecture course in Brisbane, Australia. The study has a multi-method design and includes drawings, interviews and documentary materials, but focuses on the drawings in this paper. Using the theory of Bernstein, the analysis considers student representations as inter-relations between "professional identity" and "discretionary space" for legitimate knowledge formation in landscape planning. It shows a shift in how students persuade the teacher of their expanding views of this field. The discussion of this shift centres on the professional knowledge that students choose rather than need to learn. It points to the differences within a class that a teacher must address in curriculum design in a contemporary professional course. (Contains 1 note, 2 tables, and 10 figures.)
Descriptors: Curriculum Design, Architecture, Horticulture, Business Communication, Foreign Countries, Physical Environment, Sustainable Development, Interviews, Student Attitudes, Knowledge Level, Planning, Pragmatics, Discourse Analysis, Teaching Methods
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Australia