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  • A gendered Pedagogy

Harriss, Harriet, 2016, Book Section, A gendered Pedagogy In: A Gendered Profession. RIBA Publications, London, UK, pp. 247-255. ISBN 978-1859469972

Abstract or Description:

We can’t continue to see the internal inequalities of the architecture profession as a third party problem. This applies just as much to pedagogy – our methods and practices of teaching – as it does to practice. Neoliberalism maintains that professional hierarchies are generated by different levels of ability and experience, and that these are essential to maintain competitive
advancement. Those positioned lower down the food chain, or who don’t get
promoted, are simply not good enough, and only a few of us have what it takes to get to the top. Within this system, success is contingent on us assuming gender androgyny rather than identity, separation rather than collaboration, and by competing with each other rather than against the problem. But if we assume that in shaping education we will change the profession in which these individuals go on to practice, what role does pedagogy and its proselytisers play in changing professional inequality? Moreover, are women academics – who are problematically positioned within the academy – best placed to tackle the problem, or even able to so?

Subjects: Architecture > K100 Architecture > K110 Architectural Design Theory
Other > Social studies > L200 Politics > L210 Political Theories > L216 Feminism
Other > Social studies > L300 Sociology > L320 Gender studies
Other > Education > X300 Academic studies in Education > X340 Academic studies in Tertiary Education > X342 Academic studies in Higher Education
School or Centre: School of Architecture
Date Deposited: 16 Mar 2018 23:59
Last Modified: 16 Mar 2018 23:59
URI: http://researchonline.rca.ac.uk/id/eprint/3274

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