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  • [Spatial] Pedagogic readings of Queer Theory: Experimental Realism and opportunities for teaching and learning

Barton, Gemma, 2023, Book Section, [Spatial] Pedagogic readings of Queer Theory: Experimental Realism and opportunities for teaching and learning In: Stead, Naomi and Jobst, Marko, (eds.) Queering Architecture Methods, Practices, Spaces, Pedagogies. Bloomsbury Visual Arts . Bloomsbury Publishing, pp. 221-235. ISBN 9781350267053

Abstract or Description:

This chapter aims to establish an understanding of approaches to queer theory via the teaching and learning of spatial design subjects in higher education. Introducing ‘experimental realism’ as a pedagogical approach to (speculative) spatial design subjects, the chapter will discuss the relational binaries of architecture and interiority through an understanding of identity discourse, and map the relationships between key interpretations of queer theory. In addition, it will consider the impacts that speculative design, diegetics/mimetics, and equitable futures could have on teaching and learning in spatial design. Ultimately the chapter aims to serve as a provocative catalyst for queer theory and queer pedagogy to be read spatially and/or architecturally: as Oliver Vallerand has written, “[d]espite most of the thinking about the relation between queerness and architecture taking place in the academic world, its impact on architectural pedagogy has been quite limited. However, to be transformative, the acts of queering space and of queering design should be thought about at the root, in design schools.” (Vallerand, 2018, p.141) In education specifically, the queering of archetypal architectural teaching practice, process and product may offer an opportunity to interrupt heteronormativity at its inception. Acts of queering in the educational context open up new avenues of thinking and practice that go beyond the narrow confines of identity politics, towards making space for equitable and desirable futures.

Official URL: https://www.bloomsburycollections.com/monograph-de...
Subjects: Architecture > K100 Architecture
School or Centre: School of Architecture
Identification Number or DOI: https://doi.org/10.5040/9781350267077.0021
Uncontrolled Keywords: interior; architecture; pedagogy; spatial; discrimination; speculation; futures; fiction; experimental realism
Date Deposited: 24 Sep 2024 09:22
Last Modified: 24 Sep 2024 09:23
URI: https://researchonline.rca.ac.uk/id/eprint/6002
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