Politics and place: Listening to the built learning environment

Abstract

This article explores the ideological drivers behind learning environment discourses with a particular focus on the built environment and the ways in which the built environment narrates explicit and implicit ideology. The built environment reinforces ways of thinking in the day-to-day ordinary activities of the school space. However, it is important to recognise that both space and place are more than the built environment. In part, this paper’s task is to show how a theorisation of the relationship between policy and the built environment opens up a politics of space and place. The paper draws together the work of Penetito on place and Rancière on politics to provide a critique and theorisation of the experiences of school communities when subjected to the discourses of new learning environments. In order to engage in opening up to new ideas for policy making, the paper turns to space and place in design thinking. We look then to our knowledge of architecture, art and design to explore possibilities that remain somewhat under-imagined in contemporary theorisations of learning environments.

Education policy is spatial policy: Using spatial imaginaries to enhance education policy research

“…Problems in education are intimately linked with space and place (Yoon et al, 2018), and education policy conversations and scholarship are beginning to be shaped by spatial inquiry (Heraud et al, 2019). While some scholars have delved into the exploration of spatial inequality using concepts such as school choice (Lubienski et al, 2009), education markets (Corbett and Helmer, 2017), and the geography of opportunity (Rodríguez et al, 2016), there is also an increasing number of researchers who have conducted critical qualitative analysis and develop theoretical concepts.…”

Transformation of Built Environment in Karnali and Far Western Himalayan Region of Nepal: A Case Study of Settlements of Chandannath and Martadi

“…Administrative Center (Campbell, 1978 andHeraud et al, 2019) In history, Jumla had political and administrative influence over a big territory. Even during the Panchayat regime, Jumla was the center of the Karnali zone with offices of the Zonal Commissioner (Anchaladhlsh), Zonal Court, and the Zonal Hospital located in Chandannath (Campbell, 1978).…”

Flexible and innovative learning spaces: An exploration of parental perspectives on change, consultation and participation

“…It is necessary that community is emphasised, however, as schools often play critical roles in the lives of the communities they serve (Mutch, 2017), with many people in these communities sharing deep links to their local school. The experiences of many parents in typical school communities whose schools undergo significant changes do not necessarily cohere with the democratic ideal of consultation, discussion, education and negotiation (Heraud et al, 2019; Mutch, 2017; Wells et al, 2018). Indeed, principles of social order and governmental control may potentially override any commitment to community voice (Heraud et al, 2019).…”

“…The experiences of many parents in typical school communities whose schools undergo significant changes do not necessarily cohere with the democratic ideal of consultation, discussion, education and negotiation (Heraud et al, 2019; Mutch, 2017; Wells et al, 2018). Indeed, principles of social order and governmental control may potentially override any commitment to community voice (Heraud et al, 2019). As Wood (2019) notes, when the legitimacy of a building programme is taken for granted by those in authority, public debate is shifted, and even silenced.…”