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The Resource Transforming Education : Design and Governance in Global Contexts

Transforming Education : Design and Governance in Global Contexts

Transforming Education : Design and Governance in Global Contexts
Transforming Education
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Design and Governance in Global Contexts
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non fiction
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Transforming Education : Design and Governance in Global Contexts
Transforming Education : Design and Governance in Global Contexts
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  • Contents -- Introduction -- References -- Transformation 1: Education Through Design -- 1 Modern Learning Environments: Embodiment of a Disjunctive Encounter -- Abstract -- Introduction -- The Study -- Disstructuring Education -- Disjunctive Encounters: Lived Experience of the Architect Participants -- Conclusion -- References -- 2 Spatialised Practices in ILEs: Pedagogical Transformations and Learner Agency -- Abstract -- Introduction -- 'Twenty-First Century' Learning Practices and Schooling Spaces -- Space and Agency -- Spatialised Practice -- Considerations for Spatialised Practice -- Customisation of Classroom Space -- Influence of Spatialised Practice on Student Engagement -- External Evaluation and Spatialised Practice -- Resourcing ILEs for Spatialised Practice -- Discussion -- Further Research -- Conclusion -- References -- 3 Reimagining and Reshaping Spaces of Learning: Constituting Innovative and Creative Lifelong Learners -- Abstract -- Introduction -- Theoretical Context -- Constructing a Learning Space -- Futures Critique -- The Discourse of a Twenty-First Century Future -- Pedagogical Shifts: Twenty-First Century Learning -- The Danish Case: South Campus -- Context: The Modernisation of the South Campus -- The Research Procedure -- Analysis of Findings -- Building Design -- Evolving Building Function -- The Students' Experience -- The Lecturer Experience -- The New Zealand Case: Auckland University of Technology/School of Education -- Research Context: Policy -- The Research Procedure -- Analysis of Findings -- Initial Presuppositions -- Power and Resistance -- Challenges and Compromises -- Analysis and Discussion: Global Knowledge Economy Demands and the Social Production of Space -- References -- 4 Innovative Learning Environments as Complex Adaptive Systems: Enabling Middle Years' Education -- Abstract -- Introduction
  • Research Design -- Complexity: Theoretical Frameworks for Analysing Innovative Learning Environments -- Complexity and Sociology -- Complex Adaptive Systems -- Emergence, Co-evolution and Mutual Adaptation -- Complexity Theory and Education -- Complexity Theory and School Architecture -- Findings and Discussion -- The Development of New Socio-Pedagogical Cultures in Innovative Learning Environments -- The Case Study Schools as Complex Adaptive Systems -- Creating New Socio-Spatial Contexts for Learning -- New Socio-Spatial Contexts for Learning and Curriculum Integration -- Characterising the Socio-Pedagogical Cultures that Emerged Within New Socio-Spatial Contexts for Learning -- New Socio-Pedagogical Cultures, Student Behaviour and Control -- Emergent Behaviours and Student Engagement -- Signs of Student Engagement -- Observations of Small Group Activities -- Observations of Teacher Led Activities -- Students' Geographic Experiences and Student Engagement -- Constructivist Learning and Student Engagement -- Interaction with Teachers and Student Engagement -- ICT and Student Engagement -- The Overall Effectiveness of Innovative Learning Environments -- The Effectiveness of Innovative Learning Environments: A Matter of Alignment -- Conclusion -- The Emergence of New Socio-Spatial Contexts and Socio-Pedagogical Cultures -- Student Engagement in Emergent Socio-Spatial Contexts and Socio-Pedagogical Cultures -- The Effectiveness of the Innovative Learning Environments in the Case Study Schools -- Assessing the Educational Effectiveness of Learning Environments -- The Role of Innovative Architecture in a Complex Adaptive System of Education -- References -- 5 Trialling Innovation: Studying the Philosophical and Conceptual Rationales of Demonstration Schools in Universities -- Abstract -- Introduction -- The Research Project
  • Understanding Philosophical and Conceptual Rationales -- Methodology -- Findings -- Funding -- Governance and Autonomy -- Relationship Between Space and Learning -- Discussion -- Conclusion -- References -- Transformation 2: The Governmentality of Education -- 6 Selling New Learning Spaces: Flexibly Anything for the Twenty-First Century -- Abstract -- Introduction -- Clarifying the Language of Learning Spaces -- So What is Flexibility? -- Ambiguity Serves a Purpose: Flexibility, Learnification and Hedging an Uncertain Future -- Flexibility, Educational Transformation and Ethics -- Conclusion: Disappearing People and Education -- References -- 7 MLE as Non-place -- Abstract -- Introduction -- Bureaucracy and the Self -- Excursus on the Development of School Design -- Education and Economic Growth as a Supranational Ideal -- The Classroom as Non-place -- Conclusion -- References -- 8 From Progressivism to Instrumentalism: Innovative Learning Environments According to New Zealand's Ministry of Education -- Abstract -- Introduction -- Mental Space and Pedagogic Identities: A Conceptual Framework -- A Web(Site) of Meanings -- The Child, the ILE, and the Technology -- Instrumentalism in Progressivism's Clothing? The Schizoid Pedagogue -- Conclusion -- Acknowledgements -- References -- 9 An Art of Orientation: The Possibilities of Learning Spaces -- Abstract -- Prologue -- Learning Spaces: Probabilism -- Learning Spaces: Possibilism -- References -- 10 Questions Concerning Innovative Learning Environments: Intersections in Disciplined Resistance -- Abstract -- Sharing Views and Amplifying Voices -- A Critical Overview of Space and Education -- Ideology and Imagination -- Architectural Memories and Simple Design Challenges -- The Application of the Politics of Work in Contemporary Education -- Conclusion -- References
  • Transformation 3: Global Perspectives on Education -- 11 Crossing or Erasing Territorial Borders: Towards Openness Within the School Space -- Abstract -- Introduction -- From the Lived Space to the Non-space and Non-place -- Space Opened for What? -- The Pharmacological Meaning of Openness -- References -- 12 Student-Centred Classroom Environments in Upper Secondary School: Students' Ideas About Good Spaces for Learning Versus Actual Arrangements -- Abstract -- Introduction -- Background -- Theoretical Framework -- Method -- Students' Ideas and the Actual Classroom Environment -- Classroom Arrangement -- Students' Voices -- Spaces Deemed Good for Learning -- Spaces Deemed 'Not Good' for Learning -- Students' Influences on Their Own Learning Environment -- Discussion and Conclusions -- Acknowledgements -- References -- 13 Virtual Reality: Its Transformative Potential -- Abstract -- Introduction -- Democratic Education and Constructivism -- Virtual Realities/Worlds in Education: Prior Research -- The Case of Second Life -- Conclusion -- References -- 14 Coup D'etat in the Panopticon: Social Networking in Education -- Abstract -- Introduction -- Context -- Visibility and Invisibility -- Identification -- Communication -- Coup D'etat: Resisting the Panopticon -- Conclusion -- References -- 15 Transferring Pedagogical Spaces: Schoolyards as Learning Environments in the Perspective of Students and Teachers -- Abstract -- Introduction -- School Building-Schoolyard-School Surrounding -- Current Situation -- Pedagogical Relevance of School Building and Schoolyard -- Schoolyard and School Surroundings: Views of Students and Teachers -- Schoolyard Survey -- Findings -- Concepts for Schoolyards and School Surroundings -- Design of Schoolyards as Part of the Pedagogical Concept -- Participation of All School Members -- Constant Design Process
  • Steps Towards Schoolyard Transformation -- Conclusion: Design of Schoolyards as Part of School Development -- References
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1 online resource (248 pages)
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