Outdoor Domesticity


Book Description

Trees have been deliberately connected with houses since they were introduced as a prominent part of architectural design. The relationships of contiguity between houses and trees have existed since ancient times. However, at the end of the 19th century those links became explicit in the design process, as the house emerged as one of the fundamental architectural programs, and as the result of an increasing sensibility towards environmental aspects and the landscape. The first part of this publication is to present a collection of exemplary five houses that evinced explicit relationships with pre-existing trees. The five twentieth century projects are: La Casa (B. Rudofsky, 1969), Cottage Caesar (M. Breuer, 1951), Ville La Roche (Le Corbusier & P. Jeanneret, 1923), Villa Pepa (J. Navarro Baldeweg, 1994) and Hexenhaus (A. & P. Smithson, 1984-2002). The second part of the book contributes three theoretical concerns for the contemporary project, those ones which are established in the process, with respect to time, place and outdoor domesticity in modern western housing. One of these theoretical contributions establishes that any house located on a site finds a significant place in conjunction with the preexisting trees. The second contribution describes the effects in terms of time, in addition to spatial considerations, which trees can contribute to the architectural project. Finally, the establishment of these connections between architecture and trees enlarges the idea of the house: the tree serves to draw the surrounding environment into the house and, as a result, becomes an intrinsic part of the house itself.




The Record of Nicholas Freydon


Book Description

A fictitious autobiography of a journalist, born in England, who commenced his career in Sydney and achieved success in London. In his fifties he came back to New South Wales and died there.




Mighty Scot, The


Book Description




Cultural Pedagogies and Human Conduct


Book Description

Pedagogy is often glossed as the ‘art and science of teaching’ but this focus typically ties it to the instructional practices of formalised schooling. Like the emerging work on ‘public pedagogies’, the notion of cultural pedagogies signals the importance of the pedagogic in realms other than institutionalised education, but goes beyond the notion of public pedagogies in two ways: it includes spaces which are not so public, and it includes an emphasis on material and non-human actors. This collection foregrounds this broader understanding of pedagogy by framing enquiry through a series of questions and across a range of settings. How, for example, are the processes of ‘teaching’ and ‘learning’ realised within and across the pedagogic processes specific to various social sites? What ensembles of people, things and practices are brought together in specific institutional and everyday settings to accomplish these processes? This collection brings together researchers whose work across the interdisciplinary nexus of cultural studies, sociology, media studies, education and museology offers significant insights into these ‘cultural pedagogies’ – the practices and relations through which cumulative changes in how we act, feel and think occur. Cultural Pedagogies and Human Conduct opens up debate across disciplines, theoretical perspectives and empirical foci to explore both what is pedagogical about culture and what is cultural about pedagogy.




How to Go Mad without Losing Your Mind


Book Description

“Hold tight. The way to go mad without losing your mind is sometimes unruly.” So begins La Marr Jurelle Bruce's urgent provocation and poignant meditation on madness in black radical art. Bruce theorizes four overlapping meanings of madness: the lived experience of an unruly mind, the psychiatric category of serious mental illness, the emotional state also known as “rage,” and any drastic deviation from psychosocial norms. With care and verve, he explores the mad in the literature of Amiri Baraka, Gayl Jones, and Ntozake Shange; in the jazz repertoires of Buddy Bolden, Sun Ra, and Charles Mingus; in the comedic performances of Richard Pryor and Dave Chappelle; in the protest music of Nina Simone, Lauryn Hill, and Kendrick Lamar, and beyond. These artists activate madness as content, form, aesthetic, strategy, philosophy, and energy in an enduring black radical tradition. Joining this tradition, Bruce mobilizes a set of interpretive practices, affective dispositions, political principles, and existential orientations that he calls “mad methodology.” Ultimately, How to Go Mad without Losing Your Mind is both a study and an act of critical, ethical, radical madness.




Growing Girls


Book Description

In the early years of the twentieth century, Americans began to recognize adolescence as a developmental phase distinct from both childhood and adulthood. This awareness, however, came fraught with anxiety about the debilitating effects of modern life on adolescents of both sexes. For boys, competitive sports as well as "primitive" outdoor activities offered by fledging organizations such as the Boy Scouts would enable them to combat the effeminacy of an overly civilized society. But for girls, the remedy wasn't quite so clear. Surprisingly, the "girl problem"?a crisis caused by the transition from a sheltered, family-centered Victorian childhood to modern adolescence where self-control and a strong democratic spirit were required of reliable citizens?was also solved by way of traditionally masculine, adventurous, outdoor activities, as practiced by the Girl Scouts, the Camp Fire Girls, and many other similar organizations. Susan A. Miller explores these girls' organizations that sprung up in the first half of the twentieth century from a socio-historical perspective, showing how the notions of uniform identity, civic duty, "primitive domesticity," and fitness shaped the formation of the modern girl.




Stories of Home


Book Description

Notions of home are of increasing concern to persons who are interested in the unfolding narratives of inhabitation, displacement and dislocation, and exile. Home is viewed as a multidimensional theoretical concept that can have contradictory meanings; homes may be understood as spaces as well as places, and be associated with feelings, practices, and active states of being and moving in the world. In this book, we offer a window into the distinct ways that home is theorized and conceptualized across disciplines. The essays in this volume pose and answer the following critical and communicative questions about home: 1) How do people “speak” and “story” home in their everyday lives? And why? 2) Why and how is home—as a material presence, as a sense and feeling, or as an absence—central to our notion of who we are, or who we want to become as individuals, and in relation to others? 3) What is the theoretical purchase in making home as a “unit of analysis” in our fields of study? This collection engages home from diverse contexts and disparate philosophical underpinnings; at the same time the essays converse with each other by centering their foci on the relationship between home, place, identity, and exile. Home—how we experience it and what it that says about the “selves” we come to occupy—is an exigent question of our contemporary moment. Place, Identity, Exile: Storying Home Spaces delivers timely and critical perspectives on these important questions.




Garden History


Book Description

An updated version of this book is now available as European Gardens (2011), also by Tom Turner. Expanding into other regions are Asian Gardens (2010) and the forthcoming British Gardens, both also by Turner and published by Routledge. Tom Turner, well-known teacher and writer in landscape architecture, garden design and garden history here explores more than 150 gardens over four millennia of Western garden design. He considers the why, the what, the how and the where of garden design by tracing the development of gardens through history and across social, political and philosophical boundaries. Fully illustrated throughout, each chapter critically examines a particular type of garden both as part of a wider socio-political context and as an aesthetic entity, asking how the design of each garden reflects the philosophical approach of its creator. Inspirational, reflective and informative, this book brings together knowledge and understanding from a diverse range of related interests to add depth and breadth to a fascinating subject.




Ibsen's Houses


Book Description

Henrik Ibsen's plays came at a pivotal moment in late nineteenth-century European modernity. They engaged his public through a strategic use of metaphors of house and home, which resonated with experiences of displacement, philosophical homelessness, and exile. The most famous of these metaphors - embodied by the titles of his plays A Doll's House, Pillars of Society, and The Master Builder - have entered into mainstream Western thought in ways that mask the full force of the reversals Ibsen performed on notions of architectural space. Analyzing literary and performance-related reception materials from Ibsen's lifetime, Mark B. Sandberg concentrates on the interior dramas of the playwright's prose-play cycle, drawing also on his selected poems. Sandberg's close readings of texts and cultural commentary present the immediate context of the plays, provide new perspectives on them for international readers, and reveal how Ibsen became a master of the modern uncanny.




Contemporary Approaches to Outdoor Learning


Book Description

This book explores contemporary developments in outdoor learning, where the outdoors is seen as the context rather than the subject of learning. Ranging from pathfinder pieces written by practitioners to rigorous research-based pieces of work, the book explores the growing interest in animals as the basis for wider learning strategies as well as drawing together a wide range of outdoor learning approaches for all ages. Within these two discrete sections the contributors, who are drawn from a wide range of practitioners, academics and researchers, describe and analyse innovative approaches that address the need to explore alternatives to current test-based approaches to education in the western world. The whole offers a contemporary, informative, alternative approach to outdoor learning for teachers, practitioners and students.




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