The analytics of power: Re-presenting the design jury

Journal of Architectural Education

Volumn 60, Issue 3, 2007, Pages 21-27

  Webster, Helena ^a  

^a OXFORD BROOKES UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 61049130171     PISSN: 10464883     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1531-314X.2007.00092.x     Document Type: Review

References (21)

1. Research suggests that design juries in the United States, Australia, and Britain demonstrate similar tendencies. See Kathryn Anthony, Design Juries on Trial: The Renaissance of the Design Studio (New York: Van Nostrand Reinhold, 1991)
2. Gary Stevens, "Struggle in the Studio: A Bourdivin Look at Architectural Pedagogy," Journal of Architectural Education 49, no. 2 (November 1995): 105-22
3. and Hanna Vowles, "The Crit as Ritualized Legitimization Procedure in Architectural Education," in David Nicol and Simon Pilling, eds., Changing Architectural Education (London: E. and F. N. Spon, 2000), pp. 259-64
4. This dichotomous understanding of the design jury is reported in Kathryn Anthony, Design Juries on Trial: The Renaissance of the Design Studio; Diana Cuff, Architecture: The Story of Practice (Cambridge, MA: MIT Press, 1998), pp. 122-26
5. Gary Stevens, The Favored Circle (Cambridge, MA: MIT Press, 2002), pp. 187-204
6. and Helena Webster, "The Architectural Review: Ritual, Acculturation and Reproduction in Architectural Education," Arts and Humanities in Higher Education 4, no. 3 (2005): 265-82
7. The main inspiration for this article was Michel Foucault's Discipline and Punish: The Birth of the Prison, trans. A. Sheridan (Harmondsworth, England: Penguin, 1991)
8. See Reyner Banham, A Critic Writes (Berkeley: University of California Press, 1996), pp. 292-99
9. Jeremy Till, "Lost Judgement," European Association for Architectural Education Transactions of Architectural Education 26 (2005): 164-81
10. Data analysis was carried out using Grounded Theory (B. G. Glaser and A. L. Strauss, The Discovery of Grounded Theory: Strategies of Qualitative Research [Chicago: Aldine, 1967]). Rigorous indexing and sequential analysis of the data led to the definition of core thematic categories and subcategories of student experience. In parallel with the development of thematic categories, the researcher began to hypothesize about the relationship between categories. These hypotheses were constantly tested and revised in an iterative manner against subsequent data (constant comparison) until the point of theoretical saturation was reached.The resulting theoretical constructs are explored in the body of the article
11. If rituals are understood, as Caroline Bell suggests, as "formalised, routinised and often supervised practices that act on and through the body to effect transformation," then the design jury might be considered as a ritual par excellence. See Caroline Bell, Ritual Theory, Ritual Practice (Oxford: Oxford University Press, 1992), for a further explication of rituals
12. For critical readings of the design jury see Diana Cuff, Architecture: The Story of Practice
13. Gary Stevens, The Favored Circle; and Thomas A. Dutton, ed., Voices in Architectural Education (New York: Bergin and Garvey, 1991), pp. 166-94
14. Peter McLaren derived three generic types of teacher: "hegemonic overlord," "entertainer," and "liminal servant" from his ethnographic study of an American Catholic School
15. See Peter McLaren, Schooling as Ritual Performance (London: Routledge and Kegan Paul, 1986), pp. 112-18
16. Erving Goffman coined the term "front stage" to describe the identity people present to other and "back stage" to represent their inner identity. See Erving Goffman, The Presentation of Self in Everyday Life (Harmondsworth: Penguin, 1971), for a more detailed explanation
17. See particularly the evidence reported in Kathryn Anthony, Design Juries on Trial: The Renaissance of the Design Studio and more recently in American Institute of Architectural Students Studio Culture Task Force, Redesign of Studio Culture: AIAS Studio Culture Task Force Report (Washington, DC: American Institute of Architecture Students, 2002), p. 17
18. There are several texts that attempt to offer remedies for some of the ills of the design jury. See Charles Doidge, Rachel Sara, and Rosie Parnell, Crit - An Architectural Student's Handbook (London: Architectural Press, 2000), pp. 90-114
19. Kathryn Anthony, Design Juries on Trial: The Renaissance of the Design Studio, pp. 167
20. Terry Atkinson and Guy Claxton, The Intuitive Practitioner: On the Value of Not Always Knowing What One is Doing (Maidenhead, England: Open University Press, 2003), p. 48
21. John Biggs used the term "Constructive Alignment" to denote a good teaching system that aligns teaching method and assessment to the learning outcomes stated in the objectives, so that all aspects of the system act in accord to support appropriate learning. See John Biggs, Teaching for Quality Learning at University (Maidenhead, England: Open University Press, 2003)