Designing for "touch", "reach" and "movement" in postwar (1946-1972) English primary and infant school environments

Bibliographic Data

ID4938604
AuthorsCatherine Burke (0000-0002-8917-0019, University of Cambridge, corresponding author)
Year2019
Volume14
Issue2
Pages207-220
Publication date2019-05-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueThe Senses and Society (JOURNAL)
Journal identifiersISSN: 1745-8927 • E-ISSN: 1745-8935
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17458927.2019.1619315
OpenAlexW2954710512
LanguageEN
Citations received2
References cited7

This article examines the use and interpretation of the terms "touch", "reach" and "movement" in Ministry of Education (later, Department of Education) official publications known as Building Bulletins between the years 1949–1972. A close critical reading of Building Bulletins concerned primarily with school design for young children (infant and primary schools) in the English context has been carried out and the results of this exercise are discussed in the wider context of close relationships established between architects designing schools and leading progressive educationalists in Britain. The wider international context, particularly progressive educational design in the USA, is used to further understand the use and interpretation of these terms. The article contributes to a current interest among historians of education in exploring material and sensory histories of schooling

Aesthetics · Archaeology · Art · Christian ministry · Context (archaeology · Interpretation (philosophy · Linguistics · Mathematics education · Movement (music · Pedagogy · Political science · Reading (process · Sociology · Educational Environments and Student Outcomes · Historical Education and Society · Historical Education Studies Worldwide · History · Law · Psychology

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