Abstract
The conceptualisation, design and construction of new spaces of learning is one of the tangible manifestations of the shift to twenty-first century learning. These reconceptualised spaces bring together multiple groups of students who previously would have made up single classes, with multiple teachers, who previously would have taught their own classes as individuals. The research participants in this study work in a policy milieu with which they engage. This chapter considers some key documentary evidence supporting the property policy direction of the New Zealand Ministry of Education. Against this background, the perspective of the participants clarifies what evolving spatiality means for being a teacher in the second decade of the twenty-first century.
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Notes
- 1.
- 2.
The report indicates that direct quotes from participants are in italicised text. The text relating to students (on p. 9) is all italicised, and apart from its adult language usage, its register reflects a third person, reporting style. This indicates adults reporting what they have heard students say, or what they have witnessed of student conduct in the spaces.
- 3.
The spending allocated to the education sector in the annual Budget, usually tabled in the House of Parliament during May of each year by the sitting government.
- 4.
Green Star is a tool that rates and communicates the sustainability of New Zealand’s commercial buildings. See https://www.nzgbc.org.nz/Category?Action=View&Category_id=217.
- 5.
The ‘Nelson blocks’ of the 1950s broke away from long rows of classrooms accessed by an external corridor. This design provided small self- contained blocks of six teaching rooms on one level, with a duplicate second level subsequently added to these designs. This design minimised student movement and eliminated corridor noise (McLintock 1966, “Modern Planning”).
- 6.
Refer to Chap. 3 for a fuller discussion of this triadic formulation.
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Benade, L. (2017). The Impacts on Teachers’ Work: Working in Flexible Learning Environments. In: Being A Teacher in the 21st Century. Springer, Singapore. https://doi.org/10.1007/978-981-10-3782-5_5
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