06 SES 14, Inclusive and Exclusive Schools: What difference does the building make?
Comparison is an essential research method (see Morlino 2018) in educational research. We use comparison as an academic instrument to grasp its necessity and its effective purpose for research on school buildings. Based on school visits in Iceland, Italy and UK we – the interdisciplinary research group DRAPES (Design, Research and Practice in Educational Spaces) – discuss the research method of comparison in an interdisciplinary way (see Könings et al. 2017) and in a team of educational researchers, architects and sociologists. We develop instruments for comparing school buildings and explain the importance of well-designed school buildings for inclusion and exclusion in teaching and learning.
The case studies of the school visits give us the opportunity to compare and to reflect on these challenges, finding common ideas, methods and solutions. One result of these is the shared belief that teachers and students need a more democratic and humanistic learning space. The space is a necessary precondition to fulfil future goals in school policies, teaching and learning and pedagogical practices (see Stadler-Altmann, 2015), such as the challenge for schools to be inclusive schools.
Visiting an Icelandic school (in 2015) designed by Bruce Jilk we develop our aims of shared exploration and understanding, in passing reflecting on the value of a 'study trip' as a methodology. We would reflect on the architecture, particularly in relation to the built results of recent school building programmes in Portugal and the UK. We also tried to develop a method to compare a school and the observed practice for further interdisciplinary research projects.
The visit to Italy (South Tyrol) in 2016 introduced the research team to an interesting policy of planning schools from kindergarten to high school around a particular pedagogy, either renovating old school or developing new buildings to support this pedagogy. Considering that each school is a specific universe, South Tyrol promoted a participatory process for each school project with architects, pedagogist, school leaders, teachers and parents. Our developed research method for interdisciplinary research is practiced here, as a possibility of shared impressions, discussions and development of school through designing physical learning environment.
Visiting schools in Newcastle, UK and surrounding area in 2017, we describe and analyse the situation of using school building in an innovative practise without the possibility to rebuild or to renovate them. As a comparison, we show the functional use of well-designed school buildings in Iceland, Italy (South Tyrol) and UK.
Based on different educational and architectural perspectives we highlight aspects of good design for school buildings, the policy behind it, how people use it and its effects on educational practices. The complexity of the interaction of policies, practice and people in school is notable, but also evident is the important role schools, classrooms and schoolyards play in facilitating successful teaching and learning (see Sigurðardóttir & Hjartarson, 2016).
We articulate some interdisciplinary and intercultural lessons from school visits across Europe to school buildings that, through their design, support a new culture of teaching and learning and the opportunity to become an inclusive school.
Benade, L.; Jackson, M. (eds). (2017), Transforming education: Design, technology, government, Wiesbaden: Springer VS. Grosvenor, I, & Rasmussen, L. R. (eds). (in press). Making Education: Governance by design. Springer Könings KD, Bovill C, Woolner P. (2017). Towards an interdisciplinary model of practice for participatory building design in education. European Journal of Education, 52(3) Morlino, L. (2018), Comparison. A methodological introduction for the social sciences, Opladen, Berlin, Toronto: Barbara Budrich. Sigurðardóttir, AK. & Hjartarson, T. (2016). The idea and reality of an innovative school. From inventive design to established practice in a new school building. Improving schools, 19(1), 62–79. doi:10.1177/1365480215612173 Sigurðardóttir, A.K., & Hjartarson, T. (2011). School buildings for the 21st century. Some features of new school buildings in Iceland. CEPS Journal, 1(2), 25–43. Stadler-Altmann, U.; Hilger, P. (2017), Transferring Pedagogical Spaces – Schoolyards as learning environments in the perspective of students and teachers, in: Benade, L.; Jackson, M. (ed.), Transforming education: Design, technology, government, Wiesbaden: Spinger VS, p. 227-244. Stadler-Altmann, U. (ed). (2016) (Hrsg.), Lernumgebungen. Erziehungswissenschaftliche Perspektiven auf Schulgebäude und Klassenzimmer [Learning Environment. Educational and Architectual Perspectives], Opladen, Berlin, Toronto: Barbara Budrich. Stadler-Altmann, U. (2015), The Influence of School and Classroom Space on Education, in: C. Rubie-Davies, J. M. Stephens, & P. Watson (Eds.), The Routledge International Handbook of Social Psychology of the Classroom, London: Routledge, p. 252-262.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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