The Mobility of People, Not Furniture, Leads to Collaboration
2020 ◽
pp. 129-138
Keyword(s):
AbstractThis chapter considers how teacher mindsets, in connection with the physical possibilities at hand, lead to spatial habits and teaching practices. It draws on empirical material from an ethnographic study examining how teachers are influenced unknowingly by the roots of their profession and thus arrange furniture in ways that do not always support their pedagogical intentions. I argue that physical diversity within a larger space is more beneficial for teacher collaboration than the flexibility of the furniture or the architecture. I conclude by noting that we can gain a deeper understanding of innovative learning environments by looking at the positioning and mobility of the teachers’ bodies in the space.
2020 ◽
pp. 47-60
2018 ◽
Vol 2
(3)
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