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The pecking order: a Bourdieusian look at authority in virtual peer crits.

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Title: The pecking order: a Bourdieusian look at authority in virtual peer crits.
Authors: Yassin, Mohamed1,2 (AUTHOR) Mohamed.yassin@aast.edu, Mansour, Yasser1 (AUTHOR), El Antably, Ahmed2 (AUTHOR)
Source: International Journal of Technology & Design Education. Mar2025, Vol. 35 Issue 1, p233-256. 24p.
Subject Terms: *Architectural education, Shared virtual environments, Cultural capital, Virtual reality, Social dynamics
Abstract: Cultural capital having sway in establishing authority in educational fields, including architecture, has been prevalent in scholarly work discussing the traditional studio setup. With the growing use of multi-user virtual environments (MUVEs) in architectural education, some studios, their occupants, and artifacts moved to the new medium. Such change places those studios in a precarious position vis-a-vis traditional architectural pedagogy, problematizing cultural capital and authority. This research examines the relationship between cultural capital and authority, focusing on MUVE-mediated studio peer crits. It adopts a quasi-experimental approach, where twenty-four participants with varying design proficiencies in diverse peer compositions completed a timed design task. The research employs linkography for analysis and Pierre Bourdieu's theoretical framework for interpretation. The findings suggest that MUVEs have a transformative effect on exogenous cultural capital, potentially disrupting previously established norms and hierarchies in architectural pedagogy and creating new hierarchical models, which add nuances to the existing models in the literature. A MUVE-mediated studio has the potential to present the studio as a new exploratory ground not weighed down by pre-established notions of studio culture "habitus." [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Mar2025, Vol. 35 Issue 1, p233-256. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Architectural+education%22">Architectural education</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+virtual+environments%22">Shared virtual environments</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+capital%22">Cultural capital</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Social+dynamics%22">Social dynamics</searchLink>
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  Data: Cultural capital having sway in establishing authority in educational fields, including architecture, has been prevalent in scholarly work discussing the traditional studio setup. With the growing use of multi-user virtual environments (MUVEs) in architectural education, some studios, their occupants, and artifacts moved to the new medium. Such change places those studios in a precarious position vis-a-vis traditional architectural pedagogy, problematizing cultural capital and authority. This research examines the relationship between cultural capital and authority, focusing on MUVE-mediated studio peer crits. It adopts a quasi-experimental approach, where twenty-four participants with varying design proficiencies in diverse peer compositions completed a timed design task. The research employs linkography for analysis and Pierre Bourdieu's theoretical framework for interpretation. The findings suggest that MUVEs have a transformative effect on exogenous cultural capital, potentially disrupting previously established norms and hierarchies in architectural pedagogy and creating new hierarchical models, which add nuances to the existing models in the literature. A MUVE-mediated studio has the potential to present the studio as a new exploratory ground not weighed down by pre-established notions of studio culture "habitus." [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Mar2025
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