Abstract
Given the freedom to explore environmental technologies for education, a number of designers have been instrumental in transforming school design. They have overtly challenged the theoretical routes of previous educational practice, with spatial configurations correlating with a futuristic imaginary that values realistic, purposeful learning aimed at preparing students for a rapidly changing world. Designer enthusiasm for facilities to enable transformative pedagogic practice and the implementation of a democratic curriculum is somewhat tempered, however. They find themselves wedged between a powerful property bureaucracy, under-prepared communities, and, in the case of new, establishment schools, the limited involvement of the very people who will occupy and use the spaces they are designing. This chapter adds to the discourse about the modern learning environment as an agency of teaching and learning and discusses interpretively the lived experiences of two leading architects commissioned to design two schools at the centre of this study.
School buildings have been and continue to be places to warehouse children. New schools just do it in more comfortable settings. Nair 2002
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Notes
- 1.
‘BHC’ and ‘PRHS’ henceforth.
- 2.
Tyler asks these four questions: What educational purposes should the school seek to attain? What educational experiences will attain these purposes? How can these experiences be effectively organised? How do we assess that these purposes have been attained?
- 3.
As new schools, one of the tasks of the establishment board would be to appoint a principal, who then, with the board, would appoint the remaining staff. Student enrolment follows much later. The planning of the school building, however, is well underway by the time a principal is appointed.
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Wells, A., Jackson, M., Benade, L. (2018). Modern Learning Environments: Embodiment of a Disjunctive Encounter. In: Benade, L., Jackson, M. (eds) Transforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-5678-9_1
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