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A study of the impacts of social background on the learning experiences and approaches of students in architectural design education in Pakistan.

Iqbal, Mamuna 2020. A study of the impacts of social background on the learning experiences and approaches of students in architectural design education in Pakistan. PhD Thesis, Cardiff University.
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Abstract

This thesis explores the learning experiences and approaches of students in the school of architecture shaped up by their social class. It also explores the role played by the schools of architecture in the learning of students with diverse social attributes. This study is conducted through an extensive theoretical framework based on literature review encompassing the concepts of cultural capital, habitus, field, institutional habitus, learning experiences and approaches. Students’ social class is investigated by examining how it plays a role in their understanding of culture and how it influences their thought process, explored through the concepts of cultural capital and habitus by Bourdieu (1984). Their learning experiences are explored though the understanding of the characteristics of architectural education as a “field” (Bourdieu, 1984), and by seeing how students interact with these. Learning approaches are explored through the concept of learning approaches by Marton and Saljo (1979), and the concept of knowledge codes by Bernstein (2003 b). Whereas the role of the schools of architecture is explored through institutional habitus. Methodology of the study is based on both qualitative and quantitative tools. Data collection for quantitative study is done in 14 architecture schools in Pakistan with a total response of 1330 students. Data collection for qualitative study is done in 10 architecture schools in Pakistan through semi-structure interviews with 44 students. The findings suggest that students’ social class has a profound impact on their learning experiences and approaches. Students with high cultural capital and cultivated habitus are found to have a positive learning experiences in the schools of architecture. They adopt deep learning approaches, whereas most students with low cultural capital and oblivious habitus adopt surface learning approaches. Quality of early education dictated by social class in Pakistan is the biggest factor shaping learning experiences and approaches. Moreover, architecture schools that practice social inclusion and critical pedagogy are creating a constructive learning environment for students.

Item Type: Thesis (PhD)
Date Type: Completion
Status: Unpublished
Schools: Architecture
Uncontrolled Keywords: social background; learning experiences; students; Architectural Design; Education; Pakistan
Date of First Compliant Deposit: 28 July 2021
Last Modified: 28 Jul 2021 10:39
URI: http://orca.cardiff.ac.uk/id/eprint/142768

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