Heterotopic sites of knowledge production: Notes on an architectural analysis of lecture halls

Abstract

This article is concerned with the spatial analysis of lecture theaters in higher education institutions and it draws upon two concepts developed by Michel Foucault during the 1970s— heterotopia and the will to know. By examining the heterotopic potentials of lecture theaters where knowledge is rendered visible and articulable, the article argues that the notion of heterotopia is more relevant than panopticon for spatial analysis of these spaces. Heterotopias are defined as counter-sites inhabited by the abnormal, and as such include two dimensions. First there is an exclusion of the abnormal that is aimed at the fabrication of specific subjectivities, students and a more productive workforce. Second, as counter-spaces, heterotopias maintain a hopeful aspect that is providing an opportunity for unsettling the social norms. To support this exploration, the article uses higher education as a transitional environment for the production of an employable workforce and specifically focuses on auditoriums in universities. Contemporary lecture halls originating from the early modern anatomy halls are introduced as a strong spatial context for exploring the spatialization of knowledge and the construction of selves as subjects who desire to know.

Has pedagogy, technology, and Covid‐19 killed the face‐to‐face lecture?

“…Such environments are confining to both the educator and student as interaction and collaboration is often difficult with little opportunity to introduce active learning. The origin of the typical university lecture theater model from a spatial perspective has been attributed to early modern anatomy halls (Haghighi, 2020).…”

“…Such environments are confining to both the educator and student as interaction and collaboration is often difficult with little opportunity to introduce active learning. The origin of the typical university lecture theater model from a spatial perspective has been attributed to early modern anatomy halls (Haghighi, 2020 ). Thankfully universities are beginning to respond by removing or repurposing lecture theaters and introducing flexible spaces including collaborative theaters that are designed to promote active learning but can still accommodate some didactic/lecturing elements (UTS, 2014 ; Rolheiser et al, 2019 ; Gordon, 2020 ; Kinash et al, 2021 ).…”

#OurPlace2020: Blurring Boundaries of Learning Spaces

“…In this interview, Foucault conceptualises higher education as a complex system with a dual function of exclusion and integration. This concept is further explored by Haghighi ( 2020 ) who conceptualises university as a transitional heterotopic space where young men and women are transformed into an employable workforce. We are more interested in the heterotopic characteristics of university spaces and how they traverse the real-world postdigital spaces of the students.…”