Crossing boundaries

Publisher PD

Crossing the boundaries of film and architectural pedagogy

In this paper the potential role film has as an educational tool in the field of architecture design will be discussed. It will document workshops done by the author with students of architecture and interior design in both the UK and Spain. It will show how students are able to analyse film and directorial techniques to understand how film directors look at / use space. It will also show how that understanding has been used by students in their own designs projects to discover and explore previously hidden possibilities in spatial layouts and arrangements. Specifically, it is a paper on the relationship between film and spatial design. However, in a general sense, it is a paper about the potential of interdisciplinary design thinking in an educational context. It is based on a constructive approach that deliberately attempts to force architecture students to address their own subject through schemata they are not used to. As a result, it is an approach that naturally obliges them to reconsider their standard ways of working and thinking

Crossing Boundaries: Report to Community 2015

Annual Repor

Learning and the Arts: Crossing Boundaries

Provides a summary of a January 2000 meeting of education, arts and youth funders to explore the value philanthropy can add to education and child development by integrating the arts into schools and non-school programs for children and youth

Crossing Boundaries

non

Postgraduate boundary crossings?

This Special Issue: Crossing Philosophical, Cultural and Geographic Boundaries in Educational Scholarship?: Postgraduate Experiences arose out of an invited panel of postgraduate speakers at the 42nd Philosophy of Education Society of Australasia Conference, held 7–10 December 2012 in Chiayi, Taiwan. The wider conference theme of “Crossing Boundaries” generated lively discussions about what such encounters and experiences might mean in the broader sphere of education; while the postgraduate speakers were invited to address their personal experience of boundaries during doctoral study. The central thrust of this invitation was to consider the extent to which such boundaries could (or should) be crossed through postgraduate experiences, and to gain a deeper appreciation of what this might mean for scholars who venture – physically and/or philosophically – outside of familiar terrain. The papers that comprise this issue provide associated cross-cultural, cross-country and cross-philosophical narratives, reflections and interrogations of their experiences in this regard. In doing so the authors provide a rich landscape through which to consider boundary crossing as an opportunity to expand on knowledge and/or to appreciate ones own position through encounters with ‘other’. Such crossings (or attempts to cross) presented significant challenges to these students, as they reveal in this issue. Their insights highlight the point that crossing philosophical, cultural and geographic boundaries is often a difficult relationship between all three, and, that there are costs involved. Such profoundly confronting experiences of crossing (or not crossing) are not necessarily bridges to be traversed as much as a means of confronting boundaries through which students might gain important insights – about themselves as persons of culture, scholars and members of a global society that is characterized by difference. This complex encounter – for all its pleasure and pain – is, evident through every paper in this issue, and sets the scene for important 21st century dialogues concerning diversity and difference in education

Crossing Boundaries 2.0

The Foundation's 2016 Report to Community features stories of collaboration and learning in the areas of scientifit discovery; median and public engagement

Crossing Cultural Boundaries

A review of Handel Kashope Wright and Meaghan Morris (eds), Cultural Studies of Transnationalism (Routledge, 2012)