Abstract
Recent literature on contexts of learning has challenged how we think about classrooms and the spaces we constitute within and beyond them. In particular, sites of formal and informal learning, non-academic outcomes and forms of mobility will form the basis of the argument in this chapter. Re-imagining places and spaces of learning opens up new opportunities for teachers to reassess their role in children’s and young people’s learning in order to build new and as yet unimagined pedagogies.
Drawing briefly on current curriculum developments and research conducted into Moving Image Education in both formal and informal settings in Scotland, this chapter considers the affective experiences of learning and argues for a reconstitution of the spaces within classrooms and other contexts, an extension of the places of learning beyond the classroom, and a shift in power relationships within groups of learners and teachers and its consequences for learner and teacher identity.
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Head, G. (2016). Reimagining Schooling as Contexts of Learning and Pedagogy: The Example of Moving Image Education. In: Montgomery, A., Kehoe, I. (eds) Reimagining the Purpose of Schools and Educational Organisations. Springer, Cham. https://doi.org/10.1007/978-3-319-24699-4_2
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DOI: https://doi.org/10.1007/978-3-319-24699-4_2
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