Leon Benade - Böcker

This book explores the increasing emergence within educational institutions, such as schools and universities, of large, flexible spaces whose design is underpinned by cutting-edge principles and technologies. These changes in educational facilities have spawned a range of new terminology. For example, terms such as ‘modern learning environments’, ‘innovative learning environments’, ‘flexible learning environments’ and ‘new generation learning spaces’ have gained currency in recent years. The development of flexible learning spaces, while suggesting design creativity, also points to the desire by governments to influence educational outcomes. The displacement of traditional classrooms also presupposes varied teaching and learning approaches, calling on teachers to work in teams and to de-privatise their practice into spaces that are transparent and porous.These developments in the area of educational facilities suggest critical questions regarding the origins and purposes of these changes in educational thinking and practice. Questions must also be raised about the links between conception, design intention and spatial practice. Underlying these questions are competing views on the design of education facilities. This volume gathers a range of international authors who theorise these questions at the intersection of building design, pedagogy and educational policy.The chapters in this book were originally published in the journal Educational Philosophy and Theory.

This book explores the increasing emergence within educational institutions, such as schools and universities, of large, flexible spaces whose design is underpinned by cutting-edge principles and technologies. These changes in educational facilities have spawned a range of new terminology. For example, terms such as ‘modern learning environments’, ‘innovative learning environments’, ‘flexible learning environments’ and ‘new generation learning spaces’ have gained currency in recent years. The development of flexible learning spaces, while suggesting design creativity, also points to the desire by governments to influence educational outcomes. The displacement of traditional classrooms also presupposes varied teaching and learning approaches, calling on teachers to work in teams and to de-privatise their practice into spaces that are transparent and porous.These developments in the area of educational facilities suggest critical questions regarding the origins and purposes of these changes in educational thinking and practice. Questions must also be raised about the links between conception, design intention and spatial practice. Underlying these questions are competing views on the design of education facilities. This volume gathers a range of international authors who theorise these questions at the intersection of building design, pedagogy and educational policy.The chapters in this book were originally published in the journal Educational Philosophy and Theory.

From Technicians to Teachers provides theoretical and practical reasons for suggesting that widespread, international curriculum reform of the post-1990 period need not deprofessionalise teaching. The widely held deprofessionalisation thesis is both compelling and fatalistic, leading to a despairing sense that teachers are either no more than technicians, or that they can be reprofessionalised through definitions of ‘effective teachers' promoted by the reforms. However, there are many teachers who do not see their work in either of these ways.The book is structured around an in-depth case study detailing the implementation of The New Zealand Curriculum in that nation - one of the best international examples of neoliberal reform. Benade argues that curriculum policy can and should be analysed critically, while pointing out the dangers for ethical teachers that can exist in national or state curricula. Energising and inspiring, this book reminds teachers and teacher educators that although they work in a globalised context, their own role is fundamental and has a profoundly ethical basis, despite the negative impacts of three decades of education reform.

The book draws on the findings to take stock of some of the central manifestations of 21st-century learning, especially digital pedagogies and the collaborative practices associated with teaching and learning in modern learning environments.

This book is an edited collection grouped into three key thematic areas. Its authors are researchers and theoretical scholars in the fields of education curriculum, education technology, education philosophy, and design for education. They present primary research and theoretical considerations, descriptive accounts and philosophical reflections to provide readers with a broad sweep of the ‘state of play’ in thinking about the place and space of learning. Transforming Education distils, from a panoply of critical arenas, an understanding of the forces currently at play in redefining curriculum agendas for education – from primary to post-secondary. It analyses the major ways in which the built environment of education is transforming, in response to various globalised policy drivers and new education delivery technologies. Its authors critique the ways education performs a governance function over the users and occupants of space, be it physical or virtual. For readers who may be seriously engaging with the concept of spatiality in relation to education for the first time, this book provides the opportunity to develop a clear understanding of a wide scope of theory, practice and critique in relation to learning environments.

The book draws on the findings to take stock of some of the central manifestations of 21st-century learning, especially digital pedagogies and the collaborative practices associated with teaching and learning in modern learning environments.

Its authors are researchers and theoretical scholars in the fields of education curriculum, education technology, education philosophy, and design for education.

This book focuses on academic writing and how academics who are experts in their fields can translate their expertise into publishable form. The magnitude and speed of the changes that are transforming the global academic landscape produce an ongoing need for literature that interprets the nature of academic work.