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dc.contributor.authorBenade, Len_NZ
dc.date.accessioned2021-11-25T00:47:32Z
dc.date.available2021-11-25T00:47:32Z
dc.date.copyright2021en_NZ
dc.identifier.citationNew Zealand Journal of Educational Studies. 56, 11–26 (2021). https://doi.org/10.1007/s40841-020-00191-z
dc.identifier.issn0028-8276en_NZ
dc.identifier.issn2199-4714en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/14721
dc.description.abstractContemporary learning environment designs bring to life schools featuring loose fitting, flexible layouts that upset the stable certainty of the four-walled classroom. This article presents the argument that adopting a theoretical approach to researching the role of spatiality and space in relation to innovative building design in education will enable insights otherwise not possible, and, in the process, enhance the available store of knowledge and understanding. A review of a sample of published research that considers innovative learning environment design suggests that robust theoretical approaches are eschewed in favour of instrumental research often concerned with the role played by building fabric or with psychosocial responses to the surrounding learning environment. To adopt an alternative, theoretical perspective that privileges the concept of ‘space’ in education, it is first important to understand developments in spatiality. Exemplifying one such theoretical approach to questions of spatiality in education, Lefebvre’s spatial theory is applied to the recent development of FLS and ILE in New Zealand, though several optional theoretical approaches to spatiality are suggested as open to education researchers.
dc.languageenen_NZ
dc.publisherSpringer Science and Business Media LLCen_NZ
dc.relation.urihttps://link.springer.com/article/10.1007%2Fs40841-020-00191-z
dc.rightsAn author may self-archive an author-created version of his/her article on his/her own website and or in his/her institutional repository. He/she may also deposit this version on his/her funder’s or funder’s designated repository at the funder’s request or as a result of a legal obligation, provided it is not made publicly available until 12 months after official publication. He/ she may not use the publisher's PDF version, which is posted on www.springerlink.com, for the purpose of self-archiving or deposit. Furthermore, the author may only post his/her version provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at www.springerlink.com”. (Please also see Publisher’s Version and Citation).
dc.subjectSpatiality; Learning environments; ILE; Flexible learning spaces; Educational innovation; Lefebvre
dc.titleTheoretical Approaches to Researching Learning Spacesen_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.1007/s40841-020-00191-zen_NZ
aut.relation.endpage26
aut.relation.startpage11
aut.relation.volume56en_NZ
pubs.elements-id397346
aut.relation.journalNew Zealand Journal of Educational Studiesen_NZ


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