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, 16 (2), 115-127.

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Official URL: http://www.tandfonline.com/eprint/x2yahhDTJjxuURz7...
Link to published version:: https://doi.org/10.1080/14733285.2017.1334112


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 - Does NOT include content added after October 2018: Faculty of Social Sciences and Humanities > Department of Education, Childhood and Inclusion
Identification Number: https://doi.org/10.1080/14733285.2017.1334112
Page Range: 115-127
Depositing User: Jill Hazard
Date Deposited: 08 Jun 2017 09:25
Last Modified: 18 Mar 2021 01:19
URI: https://shura.shu.ac.uk/id/eprint/15850

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