Abstract
This chapter presents a series of critiques focused on the principles and practices associated with the discourse of innovative learning environments. These critiques represent intersections in disciplinary thinking about the design of new teaching and learning spaces. The authors have backgrounds in arts, design, architecture and education. They question the drivers of twenty-first-century school design and the impact of these drivers on wider school communities. The authors argue that the sharing of different perspectives must be a central expectation for any designs for school, for the classroom, for the curriculum and for learning and teaching communities.
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Notes
- 1.
For example, social stratification; social classes; open, distance and distributed learning; student-centeredness; communities of practice; unfolding political projects which depend upon space as both medium and resource in the (re)structuring of existing world orders, states and education spaces (e.g. processes of globalisation, the construction of new regional territories, state governance strategies such as decentralisation); the lived spatial nature of education practices on social beings (e.g. the consequences of “tracking” or “streaming”); and the spatial nature of the social production of subjectivities (territorial/place based, e.g. a New Zealand citizen, or a working-class girl).
- 2.
The World Economic Forum is now speaking of industrial development since the mid-eighteenth century as being marked by four revolutions, each involving a new orientation in production: “acceleration”, “mass production”, “automation” and “cyber-physical systems” (Bloem et al. 2014, pp. 11–12). If we are to think of the ILE as producing the industrial work of “cyber-physical systems”, then we should be transparent about the pretence that it is this sort of subject that is required in relation to cyber-physical systems, and how this form of conditioning governs the effects of simultaneously constituting oneself, in relation to the effects of these other revolutions.
- 3.
While the garments of courtiers in preindustrial times provided the distraction that ambiguated the politics applied to their subjects, likewise novelty in the market place provides the same distraction today.
- 4.
Godin’s original words are: “One need not enquire the (sic) society’s problems. Innovation is the a priori solution” (2015, p. 15). This typographical error has been confirmed by the author.
- 5.
This is most easily understood when novelty succeeds in the market place without contributing anything that adds to the value of life.
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Deerness, S., Gibbons, A., Gilligan, MJ., Breen, G., Denton, A., Heraud, R. (2018). Questions Concerning Innovative Learning Environments: Intersections in Disciplined Resistance. In: Benade, L., Jackson, M. (eds) Transforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-5678-9_10
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