Re-Shaping Learning: A Critical Reader

The Future of Learning Spaces in Post-Compulsory Education

  • Anne Boddington
  • Jos Boys

Table of contents

  1. Front Matter
    Pages i-xxii
  2. Where Are We Now?

    1. Front Matter
      Pages 1-1
    2. Brett Bligh, Ian Pearshouse
      Pages 3-18
    3. Jos Boys, Hilary Smith
      Pages 33-47
    4. Jos Boys
      Pages 49-66
  3. What Kind of Space is Learning?

    1. Front Matter
      Pages 67-67
    2. Olivia Sagan
      Pages 69-79
    3. Clare Melhuish
      Pages 81-91
    4. Maggi Savin-Baden
      Pages 93-103
    5. Susan Sherringham, Susan Stewart
      Pages 105-118
  4. Learning Spaces and Institutional Identities

    1. Front Matter
      Pages 119-119
    2. Paul Temple
      Pages 137-146
    3. Fiona Duggan
      Pages 147-154
    4. David Anderson
      Pages 155-164
  5. Reshaping the Future of Learning Spaces

    1. Front Matter
      Pages 165-165
    2. Ronald Barnett
      Pages 167-178
    3. Anne Boddington
      Pages 179-191
    4. Etienne Wenger
      Pages 193-210
  6. Back Matter
    Pages 211-237

About this book


Learning Spaces is an emerging field, fuelled by a growing interest in the relationships between learning and spaces in which it takes place, whether conceptual, personal, social, physical and/or virtual. It is concerned with making learning spaces that can better meet the needs of 21st century learners, academics and other related publics. In post-compulsory education this has opened up many interesting and important issues. There remains a lack of any theoretical understanding as to how such spaces should be conceived or designed; and hardly any critical discussion about effective frameworks for either the development of contemporary learning spaces or for assessing their impact on learning, teaching and research. At the same time, there is much debate about what the purposes of post-compulsory education should be, as well as concerns about where and by whom it should be provided. We therefore need to urgently improve our understanding of the interactions between learning and space. It is essential that we not only share perspectives, theories and methodologies but also critically reflect on our own different assumptions, and work together to build better models for post-compulsory education in the future. To help in this process this book is designed as a ‘critical reader’ that can enable researchers, academics, students and managers involved in Learning Spaces to share and engage with some key ideas, issues and texts. A central aim is to bring together some of the best research from across the many different disciplines concerned with learning spaces, including education, architecture, anthropology, human-computer interaction, estate planning and museum studies. Reshaping Learning is thus intended for anyone interested in, and wanting to think more about, learning spaces whether as users, clients or managers; or who are want to better understand interactions between the social and the spatial.

Editors and affiliations

  • Anne Boddington
    • 1
  • Jos Boys
    • 2
  1. 1.University of BrightonUK
  2. 2.University of BrightonUK

Bibliographic information