Session Information
29 SES 02 B, Parallel Paper Session
Paper Session
Contribution
This paper presents an approach to the student’s visual narratives that are constructed on everyday school spaces (Certeau, 1990). This is part of a PhD program and starts form the evidence that school spaces are part of hidden curriculum. Some visual researchers such as Jon Prosser (2007), John Holt (1974), or visual historians [e.g. Burke and Grosvenor (2003, 2008); Burke (2005, 2007)] have making evident that that ''children are sensitive to space''.
This project aims to engage in a participatory and emancipatory methodology. In fact, we need to know more about how the spaces are appropriated by students and which effects happen, relating to their own subjectivities.
The paper aims to confirm if hidden curricula make students as players of new visual solutions in architectural setting. We took on the concept of proactivity by having a special sense on visual experiences, connected with innovation and creativity, with the sensitivity to know what tasks to perform and "a strong sense of responsibility, readiness and commitment to aim objectives" (Meiry Kamia ...). Furthermore an issue that concerns us is that proactive person, is insightful, has sufficient capacity to analyze the context around them, anticipate future scenarios and foresee set on time measures to each situation.
Method
Expected Outcomes
References
Agamben , G. (2009). “O que é o contemporâneo?” In Agamben, G. (2009). O que é o contemporâneo e outros ensaios. ARGOS: Associação das Editoras Universitárias, Chapecó, pp.55-73. ISBN978-85-7897-005-5. Almeida, C. & Rocha, L. O. (2009). Em Busca de uma Aproximação entre Arquitetura e Educação. Notandum Libro 13 CEMOrOC-Feusp/ IJI Universidade do Porto. Baeza, A. C. (2011b). Pensar com as mãos. Casal de Cambra: Caleidoscópio_ Edição e Artes Gráficas, S.A. Barone, T. (2006). Arts-based education research: Then, now, and later. Studies in Art Education, 48(1), 9-18. Blanco, Marta Úbeda (2002). La Maqueta como Experiencia del Espacio Arquitectónico. Valladolid: Secretariado de Publicaciones e Intercambio Editorial Universidad de Valladolid. Burke, Catherine & Grosvenor, Ian (2003). The School I´d Like. Children and Young people´s reflections on an education for the 21 st century . London and New York: Routledge Falmer. Burke, Catherine (2007).”The View of the Child: Releasing ‘‘visual voices’’ in the design of learning environments”. UK: University of Leeds. In Discourse: studies in the cultural politics of education, Vol. 28, No. 3, September 2007, pp.359-372. Burke, Catherine & Grosvenor, Ian (2008). School. – Objekt Series. London: Reakting Books Ltd. ISBN – 13:9781861893024. Burke, Catherine (2005). “Containing the School Child: Architectures and Pedagogies. Introduction.” In Paedagogica Historica, Vol. 41, Nos. 4&5, August 2005, pp.489–494. ISSN 1477-674X online/05/040489–06. Stichting Paedagogica Historica. Certeau, Michel de (1990). L'Invention du quotidien. Paris:Gallimard Dayrel, T.J. A (1992). Escola como Espaço socio-cultural. Faculdade de Educação da UFMG. Hernández, Fernando (2008). “La investigación basada en las artes. Propuestas para repensar la investigación en educación.” Universidad de Barcelona. In Educatio Siglo XXI, no.26, 2008, pp.85-18. Prosser, Jon (2007). ”Visual methods and the visual culture of schools 27”. In Visual Studies, Vol. 22, No. 1, April 2007. ISSN 1472–5878 online/07/010013-18. International Visual Sociology Association. Routlege: Taylor & Francis Group.
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