Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/20865
Title: Innovative learning environments and new materialism: A conjunctural analysis of pedagogic spaces
Contributor(s): Charteris, Jennifer  (author)orcid ; Smardon, Dianne (author); Nelson, Emily (author)
Publication Date: 2017
DOI: 10.1080/00131857.2017.1298035
Handle Link: https://hdl.handle.net/1959.11/20865
Field of Research (FoR) 2008: 130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930302 Syllabus and Curriculum Development
Socio-Economic Objective (SEO) 2020: 160301 Assessment, development and evaluation of curriculum
Abstract: An Organisation for Economic Cooperation and Development research priority, innovative learning environments (ILEs) have been translated into policy and practice in 25 countries around the world. In Aotearoa/New Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the redesign of these education facilities. Recognising that bodies and objects entwine in pedagogic spaces, we contribute a new materialism reading of ILEs as these are instantiated in New Zealand. New materialism recognises the agential nature of matter and questions the anthropocentric narrative that frames the post-enlightenment conception of what it means to be human. The decentring of human subjects through a materialist ontology facilitates a consideration of the power of objects to affect the spatial politics of learning environments. The article traces a relationship between the New Zealand strategic plan for Education 2015-2021 and principal conceptions of ILE as the lived spaces of this policy actualisation and the disciplinary/control society conjuncture. Informed by theories of spatial practice, we argue that principals' understandings of 'space' are integral to pedagogic approaches within open-plan spaces. A conjunctural analysis can expand the capacity to act politically. By examining the complex conditions of a political intervention, in this case ILEs, we trace the displacements and condensations of different sorts of contradictions, and thus open up possibilities for action.
Publication Type: Journal Article
Source of Publication: Educational Philosophy and Theory, 49(8), p. 808-821
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1469-5812
0013-1857
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Statistics to Oct 2018: Visitors: 35
Views: 41
Downloads: 1
Description: This article has been also published in a 2020 book Design, Education and Pedagogy (ISBN 9780367456894)
Appears in Collections:Journal Article
School of Education

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