NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1061239
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0013-1857
Activating Built Pedagogy: A Genealogical Exploration of Educational Space at the University of Auckland Epsom Campus and Business School
Locke, Kirsten
Educational Philosophy and Theory, v47 n6 p596-607 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand