{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/10248"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/10248","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis","abstract":"There appears to be a gap in architectural knowledge between design theory and implementation practice which is difficult to bridge in teaching, learning and work. As evidence of the existence of this gap two sources of data are contrasted: exhibition catalogues which convey what individual architects say to each other about their work, and official reports which convey what institutional representatives of the organised profession say about failures in the work of architects. These data sets are contradictory, reinforcing the possibility of a fault-line between design knowledge and implementation. The question then arises as to whether this tension in professional knowledge in the field of production is reflected in the pedagogisation of the knowledge, reinforced through its transmission. As the architectural curriculum in Commonwealth countries has a generic format, this generic curriculum is analysed next, in terms of Bernstein's concepts of classification of framing, and integration of collection.","abstract_html":"There appears to be a gap in architectural knowledge between design theory and implementation practice which is difficult to bridge in teaching, learning and work. As evidence of the existence of this gap two sources of data are contrasted: exhibition catalogues which convey what individual architects say to each other about their work, and official reports which convey what institutional representatives of the organised profession say about failures in the work of architects. These data sets are contradictory, reinforcing the possibility of a fault-line between design knowledge and implementation. The question then arises as to whether this tension in professional knowledge in the field of production is reflected in the pedagogisation of the knowledge, reinforced through its transmission. As the architectural curriculum in Commonwealth countries has a generic format, this generic curriculum is analysed next, in terms of Bernstein's concepts of classification of framing, and integration of collection.","abstract_has_math":false,"creators":["Carter, Francis"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Muller, Johan"],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007","date_published":"2007","updated_at":"2026-07-22T22:23:04Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/10248","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Muller, Johan"]},{"key":"dc:creator","label":"Author","values":["Carter, Francis"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-12-27T14:14:29Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-12-27T14:14:29Z"]},{"key":"dc:date.issued","label":"Date","values":["2007"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/10248"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references (leaves 105-108)."]},{"key":"dc:description.abstract","label":"Abstract","values":["There appears to be a gap in architectural knowledge between design theory and implementation practice which is difficult to bridge in teaching, learning and work. As evidence of the existence of this gap two sources of data are contrasted: exhibition catalogues which convey what individual architects say to each other about their work, and official reports which convey what institutional representatives of the organised profession say about failures in the work of architects. These data sets are contradictory, reinforcing the possibility of a fault-line between design knowledge and implementation. The question then arises as to whether this tension in professional knowledge in the field of production is reflected in the pedagogisation of the knowledge, reinforced through its transmission. As the architectural curriculum in Commonwealth countries has a generic format, this generic curriculum is analysed next, in terms of Bernstein's concepts of classification of framing, and integration of collection."]},{"key":"dc:title","label":"Title","values":["Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis"]}]}],"canonical_facts":{"dc:contributor.advisor":["Muller, Johan"],"dc:creator":["Carter, Francis"],"dc:date.accessioned":["2014-12-27T14:14:29Z"],"dc:date.available":["2014-12-27T14:14:29Z"],"dc:date.issued":["2007"],"dc:description":["Includes bibliographical references (leaves 105-108)."],"dc:description.abstract":["There appears to be a gap in architectural knowledge between design theory and implementation practice which is difficult to bridge in teaching, learning and work. As evidence of the existence of this gap two sources of data are contrasted: exhibition catalogues which convey what individual architects say to each other about their work, and official reports which convey what institutional representatives of the organised profession say about failures in the work of architects. These data sets are contradictory, reinforcing the possibility of a fault-line between design knowledge and implementation. The question then arises as to whether this tension in professional knowledge in the field of production is reflected in the pedagogisation of the knowledge, reinforced through its transmission. As the architectural curriculum in Commonwealth countries has a generic format, this generic curriculum is analysed next, in terms of Bernstein's concepts of classification of framing, and integration of collection."],"dc:identifier.uri":["http://hdl.handle.net/11427/10248"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MPhil"]},"updated_at":"2026-07-22T22:23:04Z"}