Changing pedagogic codes in a class of landscape architects learning 'ecologically sustainable development'

Lawson, Gill M. (2010) Changing pedagogic codes in a class of landscape architects learning 'ecologically sustainable development'. British Journal of Sociology of Education, 31(2), pp. 199-216.

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Professional discourse in education has been the focus of research conducted mostly with teachers and professional practitioners but the work of students in the built environment has largely been ignored. This article presents an analysis of students’ visual discourse in the final professional year of a landscape architecture course in Brisbane, Australia. The study has a multi-method design and includes drawings, interviews and documentary materials, but focuses on the drawings in this paper. Using the theory of Bernstein, the analysis considers student representations as interrelations between professional identity and discretionary space for legitimate knowledge formation in landscape planning. It shows a shift in how students persuade the teacher of their expanding views of this field. The discussion of this shift centres on the professional knowledge that students choose rather than need to learn. It points to the differences within a class that a teacher must address in curriculum design in a contemporary professional course.

Impact and interest:

2 citations in Scopus
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2 citations in Web of Science®

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ID Code: 37704
Item Type: Journal Article
Refereed: Yes
Keywords: Bernstein, Discourse Analysis, Landscape Architecture, Professionalism, HERN
DOI: 10.1080/01425690903539149
ISSN: 0142-5692
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800)
Divisions: Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
Past > Schools > School of Design
Copyright Owner: Copyright 2010 Taylor & Francis
Copyright Statement: This is an electronic version of an article published in British Journal of Sociology of Education, which is available online at informaworldTM
Deposited On: 04 Oct 2010 23:59
Last Modified: 27 Oct 2014 04:59

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