Decentred education

Suggestions for framing a socio‐spatial research agenda

Bibliographic Data

ID12905973
AuthorsKathleen A Ferguson (Monash University), Terri Seddon (0000-0002-6554-8347, Monash University, corresponding author)
Year2007
Volume48
Issue1
Pages111-129
Publication date2007-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCritical Studies in Education (JOURNAL)
Journal identifiersISSN: 1750-8487 • E-ISSN: 1750-8495
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17508480601120947
OpenAlexW2032731286
LanguageEN
Citations received5
References cited27

This paper explores the trend towards a decentred social organization of learning that has become evident over the last 30–40 years. This is illustrated by the shifting imagery of education, from the red brick school to dispersed learning networks, or ‘learning bubbles’, that constitute new learning spaces. In the context of our large funded research project that aims to assess new learning spaces, we problematize this decentring of education and consider theoretical social and spatial resources that help us to understand this shift in the social organization of learning. We draw these insights together as suggestions for framing a socio‐spatial research agenda and the key themes that help us to interrogate decentring and the emergence of new learning spaces, how these trends are manifest in educational practices, and the implications for affective learning, learners and their life chances

Educational research · Framing (construction · Geography · Pedagogy · Social science · Sociology · Children's Rights and Participation · Educational Environments and Student Outcomes · Participatory Visual Research Methods

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