Bringing together leading experts from the fields of architecture, design, engineering, education and the social sciences, this valuable collection presents a multidimensional understanding of the complexities and ways in which school designs influence and are influenced by educational practice.
Moving beyond the long-debated question as to whether the design of a school influences pedagogic practice, chapters acknowledge the multiple and diverse ways in which teaching, learning, development and inclusion are impacted by the nature and quality of the physical environment. Considering changes in national and international policy, and exploring the changing pressures and demands on design, education and schooling more broadly, contributors rethink and re-envision those aspects of design and educational practice in which they specialise. Together, these chapters present a bold vision for the future conceptualisation, development and use of school buildings and facilities.
An important contribution to debates on school design and education, inclusion and pedagogy, this is an essential and fascinating read for students, researchers, lecturers and policymakers involved in the fields of education and architecture.
List of Figures
List of Tables
About the Editors
List of Contributors
Introduction, Hau Ming Tse, Harry Daniels, Andrew Stables
Chapter 1: School Buildings, Tim Brighouse
Chapter 2: Creating Spaces for Learning or Making Room for Education?: New Parameters for the Architecture of Education, Gert Biesta
Chapter 3: School Design Matters, Hau Ming Tse, Harry Daniels, Andrew Stables
Chapter 4: School Buildings as an Enabler for Progressive Teaching, Peter Clegg and Joe Jack Williams
Chapter 5: Corridors, Classrooms, Classification – The Impact of School Layout on Pedagogy and Social Behaviours, Kerstin Sailer
Chapter 6: Primary Schools Must be Designed to Enhance Learning, Peter Barrett and Lucinda Barrett
Chapter 7: Knotworking: An Emerging Form of Multi-party Collaboration between Clients, Users and Designers in School Design, Hannele Kerosuo
Chapter 8: Designing Schools for Health, Comfort and Cognitive Performance: What do we Know?, Dejan Mumovic, Lia Chatzidiakou, Gaber Riham
Chapter 9: Inclusive Design and Schools, Jill Porter
Hau Ming Tse is a Research Fellow in the Department of Education, University of Oxford, UK.
Harry Daniels is Professor of Education in the Department of Education, University of Oxford, UK.
Andrew Stables is Professor Emeritus at the University of Roehampton and a Senior Researcher with the International Semiotics Institute.
Sarah Cox is a Researcher in the Department of Education at the University of Oxford, UK
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