Whose space is it anyway? Learning about space to make space to learn

KELLOCK, Anne and SEXTON, Julia (2017). Whose space is it anyway? Learning about space to make space to learn. Children's Geographies, 1-13. (In Press)

[img] PDF
Kellock-Whose Space is it Anyway(AM).pdf - Accepted Version
Restricted to Repository staff only until 3 June 2018.
Available under License All rights reserved.

Download (303kB)
Official URL: http://www.tandfonline.com/eprint/x2yahhDTJjxuURz7...
Link to published version:: 10.1080/14733285.2017.1334112

Abstract

The significance of the environment in which children learn has long been recognised as one of the key elements that can have an influence on the experience and success of education. Usually understood from an adult perspective, here children’s views are interpreted on the educational space that was designed for them. These perspectives are illustrated through using Lefebvre’s Triad model. This includes the perceived, conceived and lived spaces, including the added dimension of time interpreted through an educational lens. The data demonstrates the value of children’s renegotiation of functional space through visual narratives. Deeper understanding of the uniqueness of individual children’s experiences offers opportunities to re-examine the space in alternate ways, which Lefebvre’s model has facilitated. Whilst recognising that the school space needs to be functional, the negotiation of space with children can be approached creatively and still support unique yet diverse pathways to learning.

Item Type: Article
Departments: Development and Society > Education, Childhood and Inclusion
Identification Number: 10.1080/14733285.2017.1334112
Depositing User: Jill Hazard
Date Deposited: 08 Jun 2017 09:25
Last Modified: 11 Oct 2017 19:20
URI: http://shura.shu.ac.uk/id/eprint/15850

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics