Architecture, Building and Planning - Research Publications
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ItemPlace as Multiplicity(ROUTLEDGE, 2016)
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ItemThe science of urban design?(PALGRAVE MACMILLAN LTD, 2016-01-01)In a provocative paper Marshall (2012) suggests that a range of seminal urban design theories stemming from the 1960s – Jacobs, Alexander, Lynch and Cullen – can be construed as pseudo-science because they have not been tested empirically. Adding Sitte and Cerdá, we take this provocation as a chance to raise some questions about the nature of urban design knowledge, theory and practice. We suggest that this work is not and cannot be empirical science but is based in the detailed observation of cities using multiple logics. While there is an emerging science of cities, urban design knowledge is much broader, spanning both natural and social sciences as well as the arts and humanities. We also argue that it is a particular form of diagrammatic socio-spatial knowledge that cannot be reduced to either words or numbers. These thinkers remain seminal more for the questions they open than the answers they provide.
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ItemOn learning urban design(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2016)
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ItemThe City as a Mix of Mixes(Melbourne School of Design, The University of Melbourne, 2016)
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ItemPlans and Pedagogies: School Design as Socio-Spatial Assemblage(Sense Publishers, 2016)The concepts in this chapter were originally presented in the Journal of Architecture in 2013, addressing a design oriented audience. The research findings are included in this book to ensure an educational audience has the opportunity to see the links between pedagogy and space which were encountered in this study. The design of learning environments at every level from primary to tertiary is undergoing major transformations involving the proliferation of new learning spaces that are variously termed learning ‘streets’ or ‘commons’, ‘meeting’ spaces and ‘outdoor learning’ areas together with complex new interrelations and overlaps between them.1 Such changes are largely driven by long standing changes in pedagogical theory and practice that may be broadly described as a recognition of both formal and informal learning and a move from teacher-centred to student-centred learning. The traditional classroom is a product of a teacher-centred pedagogy, framing a hierarchic relation between teacher and students while closing out other activities and distractions. It is also a form of what Foucault (1979, 1980) terms a disciplinary technology where the gaze of authority works to produce a normalized and disciplined subject. It has long been clear that student-centred pedagogies are seriously constrained by traditional classrooms. What is not so clear is how new forms of open school environments are matched to the new pedagogies. The primary goal of this paper is to critically analyse a range of recent celebrated middle-school plans within such a theoretical and pedagogical framework.