Educational Philosophy and Theory 49 (14):1441-1451 (2017)

Pedagogy is an inherently spatial practice. Implicit in much of the rhetoric of physical space designed for teaching and learning is an ontological position that assumes material space as distinct from human practice, often conceptualising space as causally impacting upon people’s behaviours. An alternative, and growing, perspective instead theorises infrastructure as a sociomaterial assemblage, an entanglement, with scholarly learning, teaching, institutional agendas, architectural intent, technology, staff, students, pedagogic outcomes, and built form all participants in an active symbiosis of becoming. This article synthesises and works with spatial theories to elaborate on the emergent literature and illustrates a sociomaterial understanding through narratives of self and staff, teaching and learning in a university context. The terms sociomaterial, assemblage and entanglement allude to a relational ontology underlying spatial-social being-becoming. This understanding can support the realisation of the intent underlying transformations of material spaces to create collaborative and inclusive university environments, where staff and students can learn, belong, and become as part of a scholarly community. I argue that sociomaterial theory is valuable to make meaning of the inseparable mélange of people, place, technologies, interaction, discourse, feeling, value and power that is teaching and learning.
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DOI 10.1080/00131857.2017.1309637
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References found in this work BETA

The Production of Space.Henri Lefebvre - 1991 - Wiley-Blackwell.
The Qualitative Research Interview.Steinar Kvale - 1983 - Journal of Phenomenological Psychology 14 (1-2):171-196.

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New Trading Zones in Contemporary Universities.Svetlana Shibarshina - 2019 - Philosophy of the Social Sciences 49 (6):510-527.

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