'Losing the plot: moving beyond text in educational practice' in The Arts and the Legal Academy: Beyond Text in Legal Education (Farnham: Ashgate, 2012), edited by Zenon Bankowski, Maksymilian Del Mar and PaulMaharg, 37-49.

Brown, James Benedict and Pirrie, Anne 'Losing the plot: moving beyond text in educational practice' in The Arts and the Legal Academy: Beyond Text in Legal Education (Farnham: Ashgate, 2012), edited by Zenon Bankowski, Maksymilian Del Mar and PaulMaharg, 37-49. In: UNSPECIFIED UNSPECIFIED.

Abstract

Commissioned for publication in a substantial multi-disciplinary collection of research into knowledge and knowing in legal education this chapter was written in collaboration with Pirrie, a Reader in the School of Education at the University of the West of Scotland. The article identifies new opportunities for common ground between architectural and legal education and their respective practices, focusing on interpretations of Ingold’s conception of wayfaring pedagogy (2007). These new opportunities include architecture live projects and mobile studios such as the Architectural Association’s ‘Polyark’ of 1973 and the multi-site ‘Polyark II’ of 2009. The article builds on distinctions made in research previously published in the peer-reviewed journal Policy Futures in Education (vol. 9 (5), pp. 601-611, ISSN 1478-2103) which contextualised the authors’ research against broader discourse in education. This research established opportunities and constraints of the authors’ disciplines, making an explicit theoretical distinction between wayfaring and travelling and the epistemological analogues of inhabitant knowledge and occupant knowledge. Drawing upon his doctoral research into live projects in architectural education (completed November 2012), Brown developed the sections of the chapter discussing the work of the architect Cedric Price and the educational initiatives Polyark (1973) and Polyark II (2009/10), while Pirrie was principally responsible for the development of ideas relating to differentiated aspects of knowledge and knowing.

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