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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)![]() |
Publication Date: | 2017 | Open Access: | Yes | DOI: | 10.1080/00131857.2017.1298035 | Handle Link: | https://hdl.handle.net/1959.11/20865 | 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 |
Fields of Research (FoR) 2008: | 130202 Curriculum and Pedagogy Theory and Development | Fields 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 | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal | Description: | This article has been also published in a 2020 book Design, Education and Pedagogy (ISBN 9780367456894) |
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Appears in Collections: | Journal Article School of Education |
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open/InnovativeCharteris2017JournalArticlePostPeerReview.pdf | Open access version | 559.99 kB | Adobe PDF Download Adobe | View/Open |
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