Assessment, Recognition and the "Contact Zone" in Landscape Architecture: How Much Is "Enough"?

Autor/inn/en	Archer, Arlene; Price, Christine
Titel	Assessment, Recognition and the "Contact Zone" in Landscape Architecture: How Much Is "Enough"?
Quelle	In: Education as Change, 25 (2021), Artikel 8741 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archer, Arlene) ORCID (Price, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Architectural Education; Horticulture; Semiotics; Recognition (Achievement); Student Evaluation; Design; College Students; Foreign Countries; Evaluation Methods; South Africa + Suchen Sie Ihr Suchwort? Gartenbau; Semiotik; Soziale Anerkennung; Schulnote; Studentische Bewertung; Collegestudent; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Extended Curriculum Programmes have a responsibility to validate the resources and experiences students bring to their learning environment. However, designing assessment practices that encourage diverse students to draw on their resources in order to both access and challenge disciplinary discourses can be complex. This article is framed in terms of how students balance their own experiential knowledge while engaging with the disciplinary discourse. It aims to interrogate students' negotiation of the "contact zone" and how they negotiate their brought-along resources with assessment guidelines. A multimodal social semiotic approach is taken to explore ways of contributing to a socially just pedagogy by enabling recognition of a range of students' resources, while at the same time acknowledging the need to access the conventions of the discipline. We argue for recognition as the positive side of assessment, which could enable more diverse students' resources to be acknowledged. We interrogate the meaning-making trajectories of two students, Xola and Sonwabo, in a first-year landscape architecture course. While both students bring their own resources into a spatial model project, they each have varying "success" in mediating these in relation to the dominant conventions of landscape architectural design. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01