Annebergsskolan - en undersökning av normkritiska pedagogiska rum
(2020) AAHM01 20201Department of Architecture and Built Environment
- Abstract
- The thesis investigates how a norm-critical perspective on learning can impact the architectural design, and the aim is not to challenge the school as a form but to mediate a more supportive learning environment. The norm-critical, feminist and public pedagogy highlights the necessity of change towards collective learning with the individual in mind that includes introvert and extrovert personalities as well as active and passive activities, challenging existing norms and acknowledge that pedagogic environments surround us and affect our everyday life and development as individuals in society.
The thesis uses Actor Network Theory as a method to describe territorial production, power relations and knowledge as things that are mediated... (More) - The thesis investigates how a norm-critical perspective on learning can impact the architectural design, and the aim is not to challenge the school as a form but to mediate a more supportive learning environment. The norm-critical, feminist and public pedagogy highlights the necessity of change towards collective learning with the individual in mind that includes introvert and extrovert personalities as well as active and passive activities, challenging existing norms and acknowledge that pedagogic environments surround us and affect our everyday life and development as individuals in society.
The thesis uses Actor Network Theory as a method to describe territorial production, power relations and knowledge as things that are mediated and acted and can always be negotiated. I look at the schools of Herman Hertzberger and Jesper Magnusson’s research Clustering Architectures. Hertzberger, as a structuralist, explains how to organise the school spatially to form a spectrum of territory for a small-scale learning environment to give the children a safe home-base and a sense of responsibility. Magnusson highlights the importance of the material by explaining how material assemblages form different clustering effects in public domain. The idea is to find types that cluster people in different constellation and having a higher territorial complexity to establish a diversified composition of norms that supports the individual and collective learning. The pedagogic types formulated in my thesis work are niches, linear places, corridors, courtyards, steps, visual connections and roofs. The project is called Annebergsskolan, located in Malmö and the school spans from preschool to sixth grade.
The findings I made in the process was the importance of working in different scales to find a layer in the relation architecture and interior, where it is possible to influence norms. By being very specific and establishing a strong material and construction system I found a new way to work with asymmetry and anomalies, where for example the same corridor can, depending on its relations and meetings, allow for an anomaly or asymmetry to take place. And last but not least, to acknowledge that current ways of representation within architecture is creating and upholding norms and hand drawing was a way for me to decode and neutralise the people inhabiting the drawings. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9018469
- author
- Vehmaa Arnberg, Emma LU
- supervisor
-
- Emma Nilsson LU
- organization
- alternative title
- Annebergsskolan - an investigation of norm-critical pedagogic rooms
- course
- AAHM01 20201
- year
- 2020
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- norm-critical pedagogy, feminist pedagogy, normkritisk arkitektur, pedagogik, pedagogy, public pedagogy, feministisk arkitektur, Actor Network Theory, ANT, aktant och nätverk, Herman Hertzberger, klustrande arkitektur, clustering architecture, normkritisk pedagogik, feministisk pedagogik, allmän pedagogik, Jesper Magnusson
- language
- Swedish
- id
- 9018469
- date added to LUP
- 2020-06-16 10:47:49
- date last changed
- 2020-06-16 10:47:49
@misc{9018469,
abstract = {{The thesis investigates how a norm-critical perspective on learning can impact the architectural design, and the aim is not to challenge the school as a form but to mediate a more supportive learning environment. The norm-critical, feminist and public pedagogy highlights the necessity of change towards collective learning with the individual in mind that includes introvert and extrovert personalities as well as active and passive activities, challenging existing norms and acknowledge that pedagogic environments surround us and affect our everyday life and development as individuals in society.
The thesis uses Actor Network Theory as a method to describe territorial production, power relations and knowledge as things that are mediated and acted and can always be negotiated. I look at the schools of Herman Hertzberger and Jesper Magnusson’s research Clustering Architectures. Hertzberger, as a structuralist, explains how to organise the school spatially to form a spectrum of territory for a small-scale learning environment to give the children a safe home-base and a sense of responsibility. Magnusson highlights the importance of the material by explaining how material assemblages form different clustering effects in public domain. The idea is to find types that cluster people in different constellation and having a higher territorial complexity to establish a diversified composition of norms that supports the individual and collective learning. The pedagogic types formulated in my thesis work are niches, linear places, corridors, courtyards, steps, visual connections and roofs. The project is called Annebergsskolan, located in Malmö and the school spans from preschool to sixth grade.
The findings I made in the process was the importance of working in different scales to find a layer in the relation architecture and interior, where it is possible to influence norms. By being very specific and establishing a strong material and construction system I found a new way to work with asymmetry and anomalies, where for example the same corridor can, depending on its relations and meetings, allow for an anomaly or asymmetry to take place. And last but not least, to acknowledge that current ways of representation within architecture is creating and upholding norms and hand drawing was a way for me to decode and neutralise the people inhabiting the drawings.}},
author = {{Vehmaa Arnberg, Emma}},
language = {{swe}},
note = {{Student Paper}},
title = {{Annebergsskolan - en undersökning av normkritiska pedagogiska rum}},
year = {{2020}},
}