The Scholarship of Critique and Power

Martin-Thomsen, Tiona Camille; Scagnetti, Gaia; McPhee, Siobhán; Akenson, Ashley; Hagerman, Dana

doi:10.20343/teachlearninqu.9.1.19

Cited by 3 publications

(2 citation statements)

References 28 publications

(23 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One of these factors is the trait self-esteem. Providing PFB includes standing out, resisting social pressure, demonstrating some superiority to another person [75,76], and even taking the risk of hurting them [77,78]-that is, gaining power over somebody [18,79]. Therefore, it is logical that a lower self-esteem impairs the willingness to provide PFB [10,80].…”

Section: A Model Of Gender-sensitive Factors Influencing Attitudes To...mentioning

confidence: 99%

‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback

Seroussi,

Peled,

Sharon

et al. 2023

Education Sciences

View full text Add to dashboard Cite

In the context of the efforts to reach equity in the classroom, peer feedback (PFB) is used, among other participative learning methods, as it is considered to minimize gender differences. Yet, recent studies have reported gender discrepancies in students’ willingness to provide feedback to their peers. Building on Gilligan’s theory of moral development, we tried to refine the source of this difference. We conducted a semi-experimental study during which education students of both genders performing a PFB activity in a face-to-face course were asked to fill out a questionnaire. This allowed us to estimate the link between, on the one hand, the comfort in providing PFB and the willingness to provide PFB, and on the other hand, personal characteristics like self-esteem, self-efficacy, and empathic concern, and intellectual characteristics like self-efficacy in the learned discipline and the proficiency to write and understand feedback. The linear regression analysis of 57 students’ answers to the questionnaire did not reveal gender differences in comfort in providing PFB and willingness to do so, but showed that the comfort in providing PFB was linked to cognitive proficiency in students of both genders, whereas the willingness to provide PFB was independent of any other variables in men and linked to self-esteem, empathic concern, and comfort in providing feedback in women. This result indicates a differential sensitivity to social factors in male and female students, aligning with Gilligan’s model of women’s ‘ethics of care’. Possible applications in education would be the use of PFB to train women in self-esteem or, inversely, the improvement of psychological safety in PFB exercises in groups including female students.

show abstract

Section: A Model Of Gender-sensitive Factors Influencing Attitudes To...mentioning

confidence: 99%

‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback

Seroussi,

Peled,

Sharon

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…24 Martin-Thomsen et al, a group of educators from Pratt Institute in the United States, also published a crucial perspective on the crit's power dynamics in relation to race and gender in 2021. 25 Part of our work is then to expand awareness in our communities and advocate for implementation at the schools we are associated with.…”

Section: Future Workmentioning

confidence: 99%

Towards an Accessible Crit: Disability and Diversity in Architectural Reviews

Moore,

Reilly-Sanders,

Keller

et al. 2022

Resilient Futures

View full text Add to dashboard Cite

The United Nations and many of the world’s governments define accessibility in the built environment as a human right, and U.S. architectural degree accreditation requires that accessible design be included in architectural degree curricula. However, architecture programs themselves have rarely been examined for their (in)accessibility. Looking at the architectural critique, or the crit, we note barriers for people with physical, sensory, mental, and cognitive disabilities including uncomfortable seating, long sessions with few breaks, and high-pressure extemporaneous speaking. These practices often go unquestioned, but the inaccessibility of crits is part of an overall culture of discouragement and discrimination for anyone who does not fit traditional expectations, and particularly people with disabilities. An accessible crit consciously addresses the range of abilities and needs that may be present among both students and critics. Here we highlight four different perspectives on accessibility: historical representation of disabled people in architecture training, diversity and equity-focused practices in critiques, applying constructivist pedagogy to architectural critiques, and accessibility as critical to sustainability and resilience. Each perspective offers opportunities for transforming the traditional crit to better meet the needs of participants while furthering architectural education.Disability is rarely included in professional discussions of diversity; for example, the American Institute of Architects (AIA) keeps statistics on members’ race, ethnicity, and gender, but not disability. Meanwhile, statistics on college and graduate students show a significant portion who experience disability, including physical and sensory disabilities along with the “invisible” disabilities of mental illness, neurodiversity, and chronic illness. Since 2020 the physical and mental stresses of higher education have been even more apparent, as well as related stresses of both in-person and remote learning during a pandemic. Rather than returning to “normal” operations that present barriers, we propose taking this moment to re-examine one of the most fundamental practices in architectural education, and using it to leverage a more equitable and productive learning environment.

show abstract

The pecking order: a Bourdieusian look at authority in virtual peer crits

Yassin,

Mansour,

El Antably

2024

Int J Technol Des Educ

View full text Add to dashboard Cite

Cultural capital having sway in establishing authority in educational fields, including architecture, has been prevalent in scholarly work discussing the traditional studio setup. With the growing use of multi-user virtual environments (MUVEs) in architectural education, some studios, their occupants, and artifacts moved to the new medium. Such change places those studios in a precarious position vis-a-vis traditional architectural pedagogy, problematizing cultural capital and authority. This research examines the relationship between cultural capital and authority, focusing on MUVE-mediated studio peer crits. It adopts a quasi-experimental approach, where twenty-four participants with varying design proficiencies in diverse peer compositions completed a timed design task. The research employs linkography for analysis and Pierre Bourdieu's theoretical framework for interpretation. The findings suggest that MUVEs have a transformative effect on exogenous cultural capital, potentially disrupting previously established norms and hierarchies in architectural pedagogy and creating new hierarchical models, which add nuances to the existing models in the literature. A MUVE-mediated studio has the potential to present the studio as a new exploratory ground not weighed down by pre-established notions of studio culture "habitus."

show abstract

The Scholarship of Critique and Power

Cited by 3 publications

References 28 publications

‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback

‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback

Towards an Accessible Crit: Disability and Diversity in Architectural Reviews

The pecking order: a Bourdieusian look at authority in virtual peer crits

Contact Info

Product

Resources

About