Design, Education and Pedagogy

This book explores the increasing emergence within educational institutions, such as schools and universities, of large, flexible spaces whose design is underpinned by cutting-edge principles and technologies. The chapters in this book were originally published in the journal, Educational Philosophy and Theory.

Autorentext

Leon Benade has an interest in the way 'twenty-first century learning' impacts teachers' work, particularly in relation to the establishment of innovative learning environments (ILE).

Mark Jackson has a research focus on design ethics with respect to spatial practices that extend from education facilities to broader concerns with urban political theory and practice.

Inhalt

Introduction 1. Is the classroom obsolete in the twenty-first century? 2. Re/assembling 'innovative' learning environments: Affective practice and its politics 3. Innovative learning environments and new materialism: A conjunctural analysis of pedagogic spaces 4. Activating built pedagogy: A genealogical exploration of educational space at the university of Auckland's Epsom campus and business school 5. I/MLEs and the uneven return of pastoral power 6. Bodies and affect in non-traditional learning spaces 7. From Low Lying Roofs to Towering Spires: Toward a Heideggerian understanding of learning environments 8. The scene of the classroom