Journal of the Association of Architectural Educators (AAE), Volume 3, Issue 2
Charrette (ISSN 2054-6718), the journal of the Association of Architectural Educators (AAE), first published in 2013, is now firmly established as a leading journal for practitioners and theorists engaged in innovative and significant architectural education and research. For this issue (Autumn 2016), the Guest Editor, Gemma Barton, (Senior Lecturer, College of Art, Design and Media, University of Brighton) invites papers and projects which explore the role, position, impact and relationships of transient teachers in architecture;
- How do you/they contribute?
- What do you/they offer/withdraw from teaching experience?
- How do you/they experience and are experienced by HE, professional bodies, offices
- What influence do you/they have over the schools/departments?
- Does 0 hours = 0 power?
- Do you/they feel a sense of belonging?
- Fractional contracts: How much time is enough time, efficiency vs commitment
- Is the transition into FT employment supported?
- Is the hiring process fair and easy to navigate?
With a focus on teaching-practitioners, practicising-teachers this issue will delve into the world of VL, HPL, zero hours, adjunct, PTE, FTE, fixed-term, temporary, supplier and many more. Whether identifying as ‘academics’ or otherwise, a healthy proportion of architecture educators operate within this itinerant structure yet as a topic it is under-investigated and under-represented in academic research. As such this call for papers hopes to receive submissions from the full spectrum of architecture educators internationally and encourages submissions from students, graduates, representatives, early career academics and those with part-time/flexible agreements with universities that unearth data, patterns, emotions, experiences, dreams and realities.
We welcome submissions that
- look at the effects on the potential for research activity that these roles create or inhibit within the architectural education framework
- present and analyse individual, departmental, institutional, organisational, geographical patterns of data
- present quantitative data on ‘non-full-time’ academics
- examine the relationships between teaching practitioners, institutions, practice, students, full time academics
- demonstrate the ‘products’ of teaching practitioners
- document the lives, hinter-lives and profiles of transient tutors
- set out histories and futures of this itinerant group of architectural educators.
- consider the impact on student learning experience of ‘non-full-time’ academics
- Essays 5,000 – 8,000 words (including all references and endnotes). Essays must demonstrate their intellectual and theoretical context, method and data, and have a clear conclusion.
- Projects 3,000 – 5,000 words (including all references and endnotes). Submissions to the Projects section will substitute traditional “academic” data with project work, so they are expected to include more images, diagrams, and illustrations.
- Freespace 3,000 – 5,000 words. The Freespace allows for authors to develop accessible, provocative, and/or polemical work, which may be written or illustrated.
- Interested contributors should contact Gemma Barton g.barton[at]brighton.ac.uk
- Expression of interest (500 word outline)