School Space and its Occupation

Alterator, Scott; Deed, Craig

doi:10.1163/9789004379664

Cited by 15 publications

(3 citation statements)

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“…Before teachers take over learning spaces however, architectural design exerts influence over how spaces and places may be understood and used. An architect’s role in designing the scale and ‘feel’ of learning spaces, therefore, is not neutral (Alterator and Deed 2018 ), and nor is the role of students in occupying learning spaces.…”

Section: Our Collective Thinkingmentioning

confidence: 99%

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Talking Spaces: Architects and Educators

Wright

Thompson²,

Horne³

2021

NZ J Educ Stud

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This article synthesises longitudinal deliberations between two architects and an educator, seeking common ground about learning spaces in schools. As the impetus for new and refurbished school buildings continues in New Zealand, it is timely to unpack instinctual disciplinary practices to better understand space and place in schools. We undertook a process of ‘bumping’ ideas against one another, establishing intersections around the nature of physical spaces created, inhabited, appropriated and used for educational purposes. The process of documenting our deliberations was dialogic and autoethnographic. Through interrogating ideas about space and place in literature and images, we explored how classrooms function for teaching and learning, and opportunities for both intimate and social learning and teaching. We sought to clarify how architects translate ideas about flexible learning, collaboration and whole class teaching into the design of schools and classrooms. We shared knowledge about pedagogy and architecture, and from these iterative dialogic practices, we offer ideas about educational spaces and places from those positions. As disciplinary professionals, we had internalised so much knowledge and expertise within our own fields,we realised that articulating it to others can be a struggle. We have shared the crafting of this article to partially compensate for misplacing the words to express how and why we do what we do in our own practices. We believe that it matters not only that learning spaces are designed well, but also that architects and educators can talk with rather than past each other.

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Section: Our Collective Thinkingmentioning

confidence: 99%

“…Alterator and Deed ( 2018 ) for example, note that architectural expressions of ‘school’ have become a focus of attention. They argue that architectural designs for new schools may speak to the policy directions of governments, in turn influenced by best evidence syntheses, such as those emanating from the OECD.…”

Section: Introductionmentioning

confidence: 99%

Talking Spaces: Architects and Educators

Wright

Thompson²,

Horne³

2021

NZ J Educ Stud

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“…Despite these criticisms, the last two decades have seen the re-emergence of innovative school designs. These new designs have been labelled as 'innovative learning environments' [10,11], with common features of future-focused design [12,13], and they have been widely used internationally [14]. With this has come the assumption of possibilities of the 'transformation' of learning [15], and they have restored discussions about school design.…”

Section: Introductionmentioning

confidence: 99%

Interactions between Design Innovation and Educational Change in Non-Western Schools

Cardellino,

Deed

2024

Buildings

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In Western countries, school systems have employed modern school building designs as symbols for progressive and innovative educational change. Yet, how does this design symbolism change teaching and learning? To address this, we examine the challenges and complexities of innovative school design by drawing on case studies of preschool and primary-level schools from non-Western cultural contexts. A conceptual framework that links social, organisational, cultural, and material elements is used to analyse two new schools in the Kingdom of Saudi Arabia and Uruguay that used modern school designs as a basis for changes to local pedagogical approaches. Our findings suggest that school building design is not able, by itself, to drive educational changes; and that there are inherent challenges involved in its alignment with localities in terms of staff cultures, student dynamics, and school organisation. Special focus is given to the design of the new school facilities, and the voice of educators in this process. The conclusion points out the need for an adaptive alignment between non-Western educational conventions and introduced education and design concepts.

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An Historical Perspective of Learning Spaces

Wright

2021

Pedagogy and Partnerships in Innovative Learning Environments

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School Space and its Occupation

Cited by 15 publications

References 0 publications

Talking Spaces: Architects and Educators

Talking Spaces: Architects and Educators

Interactions between Design Innovation and Educational Change in Non-Western Schools

An Historical Perspective of Learning Spaces

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