Claiming events of school (re)design: materialising the promise of<i>Building Schools for the Future</i>

Besten, Olga den; Horton, John; Adey, Peter; Kraftl, Peter

doi:10.1080/14649365.2010.542480

Cited by 25 publications

(16 citation statements)

References 27 publications

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“…This article is especially timely in that this is typical of policy in other jurisdictions where large-scale investments in school building and/or refurbishment are made only intermittently (den Besten, Horton, Adey, & Kraftl, 2011). The architecting and building of schools are intrinsically high-stakes enterprises and any misinterpretations or mistakes can prove extremely costly, especially in The Netherlands where schools receive a one-off investment for their buildings which is intended to cover a period of (at least) 40 years.…”

Section: Ext En DI N G B I M Tec Hn O L O Gy For P a Rt Ic I P At Omentioning

confidence: 99%

Architecting the ‘third teacher’: Solid foundations for the participatory and principled design of schools and (built) learning environments

Hall

2017

Euro J of Education

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This issue of the European Journal of Education examines a crucially important, though largely overlooked, area in educational design research: architecting and building physical educational environments. Effective policymaking in school design necessitates the negotiated, shared and timely input of key educational stakeholders, including policymakers, architects, educational designers, pupils, teachers, and parents. Furthermore, practical, participatory and principled examples of the design and construction of bespoke learning spaces are warranted to guide those formulating and implementing policy, particularly the commissioning and construction of built educational environments. The articles exemplify how to engage diverse, key stakeholders in participatory design of school buildings, whilst practically illustrating design innovations in context. This commentary article offers reflections on the respective articles, informed by extant, relevant research on the history and praxis of school building design internationally. This includes the Reggio Emilia Schools' socio-material concept of 'the third teacher', a philosophy that is particularly germane to the participatory design of contemporary (built) learning environments. The article concludes with design sensitivities and SEAM framework (space, engagement, aestheticity and media), which can be used to explore and extend further the concepts, methods and technologies outlined in this issue. wileyonlinelibrary.com/journal/ejed Eur J Educ. 2017;52:318-326.A challenge for educational designers, policy-makers and practitioners is the dearth of comparative examples of systematic school building design, where the participatory design processes are outlined in detail, especially the phasing, elicitation and structure of stakeholder involvement. The first article by van Merri€ enboer, McKenney, Cullinan, and Heuer (2017, pp. 253-267) sets the context very well as a detailed and insightful enumeration of two comparable but contrasting school (re)-designs. The first design case study, the UCL Academy School in London, emerges as a greenfield, new school build, whereas the second is a contemporary redesign of a school that is historically innovative and 'radical' in its ethos and mission, De Werkplaats, Bilthoven, The Netherlands, founded in 1926 by educational pioneer HALL | 319

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Section: Ext En DI N G B I M Tec Hn O L O Gy For P a Rt Ic I P At Omentioning

confidence: 99%

Architecting the ‘third teacher’: Solid foundations for the participatory and principled design of schools and (built) learning environments

Hall

2017

Euro J of Education

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“…This notion of contingency enables the deployment of the term ‘event’ and, like the ‘Building Schools for the Future’ (BSF) policy (den Besten et al . ), the construction of new prisons in E&W could be described as a national architectural event, ‘drawn up’ into discourses around economic and social ‘needs’ as a ‘major, ongoing social‐political‐architectural event’ (2011, 13). However, while BSF was intended to be architecturally visionary and inspirational (den Besten et al .…”

Section: Architectural Geographies and The De‐centring Of The Architectmentioning

confidence: 99%

“…However, while BSF was intended to be architecturally visionary and inspirational (den Besten et al . ; Kraftl ), ‘negotiated and (re)claimed at a local level by architects, teachers, private‐finance partners and – ideally – pupils’ (den Besten et al . , 17; den Besten et al .…”

Section: Architectural Geographies and The De‐centring Of The Architectmentioning

confidence: 99%

“…; Kraftl ), ‘negotiated and (re)claimed at a local level by architects, teachers, private‐finance partners and – ideally – pupils’ (den Besten et al . , 17; den Besten et al . ), the building event of new prisons encompasses neither this visionary architectural potential, nor ‘ownership’ by either those who live and work in them or, as we will show, by the architects involved in their architectural assembly.…”

Section: Architectural Geographies and The De‐centring Of The Architectmentioning

confidence: 99%

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Becoming big things: building events and the architectural geographies of incarceration in England and Wales

Moran

Turner

Jewkes³

2016

Trans Inst British Geog

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This paper advances geographies of architecture beyond frequently studied 'signature' buildings by drawing attention to non-iconic, non-utopian, banal counterpoints -in this case, new prisons. It argues that by attending to 'signature' buildings, architectural geographies have overlooked the critical and underexplored circumstances and contingencies of more quotidian constructions, neglecting the mundane processes of procurement, commissioning, tendering, project management and bureaucratisation -here termed 'architectural assembly'. Advancing scholarship in carceral geography by considering the processes and assemblages that shape (what will become) carceral spaces, it focuses on what happens before a building takes physical form. The paper draws on a major RCUK-funded study of prison architecture to move architectural geographies more meaningfully towards a consideration of the bureaucratisation of architectural practice, as underexplored aspects of building 'events'. It calls for geographers to pay greater attention to the banal geographies of architectural assembly, and to the banalities of production more widely.

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“…In a relatively early review, Collins and Coleman (2008) distinguished between studies that sought to examine the spaces within schools and those beyond school boundaries -a schematic that remains pertinent. On the former, a raft of studies has examined micro-scale interactions and power relations in dining halls (Pike, 2008), the design of school spaces and pupil participation therein (Kraftl, 2006;den Besten et al, 2011) and the classroom as a microcosm of larger imperatives for nation-building or citizenship education (e.g. Gruffudd, 1996;Pykett, 2012).…”

Section: Geographies Of Informal Educationmentioning

confidence: 99%

Introduction: Geographies, Histories and Practices of Informal Education

Mills¹,

Kraftl²

2014

Informal Education, Childhood and Youth

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Claiming events of school (re)design: materialising the promise ofBuilding Schools for the Future

Cited by 25 publications

References 27 publications

Architecting the ‘third teacher’: Solid foundations for the participatory and principled design of schools and (built) learning environments

Architecting the ‘third teacher’: Solid foundations for the participatory and principled design of schools and (built) learning environments

Becoming big things: building events and the architectural geographies of incarceration in England and Wales

Introduction: Geographies, Histories and Practices of Informal Education

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