Predicting Revolutionary Pedagogic Practices from Architectural Design Studio Culture Habitus of the Selected Nigerian Universities

Aderonmu P. A., Alagbe O. A., Alalade G. M., Joshua S.

Abstract


Encapsulated within the envelope of the architectural studio are the design studio culture activities and attitudinal patterns exhibited in the nuclei of the learning environment of architecture schools. The connecting thread between architectural revolutionary pedagogic practices and studio Culture is still tied in most architecture schools. Evidently, up till now, little or no empirical documentation has been done in line with predictors of revolutionary pedagogical practices in schools. This study investigated the design studio culture as a predictor of revolutionary pedagogic practices to demystify the myths and complexities enshrined around the studio habitus. The methodology engaged a survey design strategy; the primary data were collected using observations, oral-focussed group interviews, and questionnaires. At the same time, the secondary data was collected from the archives, government reports, records and literature. Also, the design studios, students and teachers were used as the sampling frame. The unit of analysis was from 300,400 or 500; and M. Sc1 and M.Sc2 Classes; inclusive of design studios Teachers, Mentors and Instructors. A purposive sampling technique was adopted at multi-stage stratified levels. SPSS was used as analytic apparatus to analyse Responses from the Teachers and Students, while content analysis was used to evaluate the interviews and observations. The findings showed that the most significant predictor of Revolutionary Pedagogic Practices was studio Culture Spectrum in three (3) hierarchical orders: (i) the Demystification of studio culture, (ii) Motivational Factors and (iii) Studio Culture ethics and Code of conduct. This study established that the different Revolutionary Pedagogic studio practices employed in the four selected schools operated in different Orders of Studio Culture. We recommend that the stakeholders review the studio programmes and demystify the studio culture. This is to motivate the students with the repackaging of ethical code of conduct and guidelines and integrate a Culture-Oriented Revolutionary curriculum needed for competency rating and high-stake achievements certification in the life-long professional work ethics in Nigeria and other Nations of the World.

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