Transformation of the Architect's Role: A Reading of Architectural Education in Turkey through the "Mimarlik" Journal (1963-2000)

Autor/inn/en	Özer Özgür, Gi?zem; Senel, Aslihan
Titel	Transformation of the Architect's Role: A Reading of Architectural Education in Turkey through the "Mimarlik" Journal (1963-2000)
Quelle	In: History of Education Review, 52 (2023) 2-3, S.144-161 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Özer Özgür, Gi?zem) ORCID (Senel, Aslihan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0819-8691
DOI	10.1108/HER-03-2023-0007
Schlagwörter	Architectural Education; Educational History; Foreign Countries; Architecture; Periodicals; Dialogs (Language); Futures (of Society); Teaching Methods; Educational Objectives; Turkey + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Ausland; Architektur; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Dialog; Dialogs; Dialogue; Dialogues; Future; Society; Zukunft; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Türkei
Abstract	Purpose: This study investigates the transformation of the architect's role as portrayed in written texts by analyzing discursive practices concerning architectural education in Turkey between 1963 and 2000. Design/Methodology/Approach: The research employs critical discourse analysis (CDA) to examine selected texts published in the "Mimarlik" journal, representing the Chamber of Architects of Turkey. By embracing M. Bakhtin's "dialogism" approach, it aspires to foster new discussions on architectural education and establishes a "dialogical landscape" showcasing various voices and arguments. The research supplements its methodology by mapping the dialogical landscape, illustrating the relationality of discursive practices. Findings: The paper contends that alterations in the missions, goals, and priorities of the architectural discipline significantly impact architectural education. Rather than focusing on individual perspectives, the creation of new dialogical platforms, emphasizing the interplay of diverse and conflicting viewpoints, offers more comprehensive pathways to guide the future of architectural education. Originality/Value: Debates and conflicts regarding the architect's role are central to architectural education. This article offers a novel perspective on the history of architectural education in Turkey by analyzing shifts in the definition and role of the architect as expressed in the "Mimarlik" journal. By integrating the principles of dialogism into the study of educational discourses and revealing the relationality between material-discursive practices, it aims to enrich the discourse and contribute value to critical studies on architectural education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01