ABSTRACT
This paper aims to explore the notion of power in educational discourse and apply its theories to literature of design pedagogy, particularly on design studio. In the first section, it is introduced how design studio in this paper is taken as a living environment where theories of social sciences are applicable. Then the traditional and critical theories of pedagogy are explored and possible contributions of transitional pedagogy is discussed. In the following section, practices in the design studio are attempted to be examined with the gaining from the reading of educational theories. Corresponding weaknesses are tried to be pointed out. Lastly, it is discussed how power should be treated in order to generate a more inclusive design pedagogy.
