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Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?

Woolner, P.; McCarter, S.; Wall, K.; Higgins, S.

Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice? Thumbnail


Authors

P. Woolner

S. McCarter

K. Wall



Abstract

School premises make a difference to learning, but it is important to understand the relationship between setting and educational activities. Physical space has been found to entrench practice, making it harder to reflect and make changes. Yet changes made to the physical environment may not lead to changes in teaching or learning. This may be understood theoretically in terms of levels of participation, and many school design practitioners advocate active participation of school communities in the processes of change. This article considers two case studies of teachers and learners engaging with their physical school learning environment. The overview of responses and outcomes generated by these two studies enables the identification of central issues for effective participatory approaches to the learning environment.

Citation

Woolner, P., McCarter, S., Wall, K., & Higgins, S. (2012). Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?. Improving Schools, 15(1), 45-60. https://doi.org/10.1177/1365480211434796

Journal Article Type Article
Publication Date Mar 1, 2012
Deposit Date Dec 20, 2011
Publicly Available Date Apr 9, 2013
Journal Improving Schools
Print ISSN 1365-4802
Electronic ISSN 1475-7583
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 15
Issue 1
Pages 45-60
DOI https://doi.org/10.1177/1365480211434796

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