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In Media, Architecture, and the Moving Subject of
Pedagogy, (2005), Elizabeth Ellsworth says…The design of
public places of learning matters
The most important skills we can teach each other and ourselves are how to map,
navigate, and design relationally for the continuously changing future
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The social project of democracy is located
in places where we have opportunity to
experience the greatest degree of
difference - not just between people, but
between who we thought we were and
who we might be becoming.
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Intervening means providing people opportunity to take responsibility for the meanings they make
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Grid of Cultural Codings
•Each body corresponds to predetermined pegs
•Movement is subjected to the positions it connects
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Pedagogy
•Addresses the HOW questions of teaching and learning by drawing attention to the process
•Gives substance to the nature of the relations in these models
•“What pedagogy addresses is the process of production and exchange in this cycle, the transformation of consciousness that takes
place in the interaction of three agencies - the teacher, the learner and the knowledge they
together produce”. David Lusted, 1986
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Critical Pedagogy
•Interrupting the status quo
•Deconstructing structures of dominance
•Interrogating how one might limit or be limited
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Critique of Critical Pedagogy
•Only acknowledges one political sphere
•Assumes a commitment to end oppression by helping students find their authentic voice
•Bound to reason instead of discourse
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Design
•Transitional objects•Determined by use
•Focused on sensation
•Physical changes
•Open-ended•Not as a pretext to getting somewhere already determined
•Indirect•Interactions between reality and imagination
•Play•Allowed in the aesthetic/cultural realm
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William Wegman
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Wegman: Museum question:
“I like things that look
ordinary but have something
a little bit wrong with them – or a
little right with them, or a little
unusual – to make you
rethink what you see”
“Bill made lots of short videos in the 1970s.
Sometimes Bill acted out particular
stories and situations. How
are these videos different from what you
see on TV?”
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Play is the experience of the learning self in its incompleteness
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Vir Heroicus Sublimis
Peter de Bolla
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New PragmatismLearning as thinking and acting experimentally with great attention paid to what and how those actions add to the
world and to the potential for joy.
Aesthetic experience is a key part of learning and the quality of aesthetic experience indicates the value of
what is being learned.
Uses the language of augmentation, elaboration, invention rather than analysis and critique
About ways of being in the world that leave it augmented, rethought, reinvented instead of just criticized.
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Critiques of Ellsworth
•Seizes a moral high ground
•Lacks a general critical theory or a philosophical framework
•Points to the limits of communicative dialogue but doesn’t interrogate the crisis
of representation
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Object RelationsCritical pedagogy: the object of thought is a
problem
Latour - the problem is an object…one of many
Bryson & Ellsworth - use of the object to get to the limits of what we already know…or where
we don’t know
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Organization of public spaceHabermas - men
Fraser -
Warner - discourse
Hayles - text
Foster -
Willinsky - access
Latour - objects
Bryson - private/the everyday
Ellsworth - design
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Discussion•Power in oppositional grid-related terms or as indirectly constraining and directing qualitative growth and variation.
•Transitional objects vs ‘real’ experience?
•A future for critical pedagogy.
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Wodiczko’s Communicative Instruments
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Bravehearts: Men in Skirts
Bolton & Koda