Architecture, Building and Planning - Research Publications
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ItemNo Preview AvailablePolicy for Schools as Community Hubs: Insights Into a Fragmented Environment(Springer Nature Singapore, 2023)Abstract Schools as community hubs are recognised for their significant contributions to communities. Yet, these projects must negotiate complex and often fragmented policy environments that cross government jurisdictions and disciplines to achieve stakeholder support, funding, and operate over the longer-term to deliver benefits to communities. Policy research in this area is scarce. This chapter discusses policy for schools as community hubs through the lenses of Bacchi and Goodwin’s ‘problem representation’ approach and ideas about performative and locally enacted policy. This theoretical framework is applied to Yuille Park Community College, in Victoria, Australia, as an interpretive policy analysis to reveal insights into the policy environment that was negotiated to develop this community-facing school. Now proclaimed as a ‘whole of life’ community centre, Yuille Park relied on the skill and continuity of key actors who—with little formal policy direction—coordinated solutions across service provision, urban planning, and facility design to make a difference to a struggling community, generating neighbourhood uplift and helping to overcome entrenched intergenerational challenges.
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ItemNo Preview AvailableSchool and Community Infrastructure Networks: What Might These Look Like?(Springer Nature Singapore, 2023)Abstract This chapter asks, ‘How might school and community infrastructure networks be conceived, and what might they look like?’ Through an exploratory review of the literature, the relationships between school and community infrastructures are investigated and connections and boundaries between different forms of infrastructure for community use are discussed. A network theory approach is adopted to explore emerging insights into how school facilities and other community assets (buildings and landscaped areas) might better support whole-of-community development, education, and wellbeing. Historically, the opposing design objectives of connection and security have challenged the development of schools as locations for community use, often resulting in facilities that are inadequately planned or resolved in their design to meet the needs of multiple user-groups. Might the reappraisal of school planning and design enable new and improved connections with other community infrastructures? Might planning and designing community facilities with school users in mind improve their utility? Drawing together various discourses in the literature, a network model is proposed to represent relationships between school and community infrastructures. This is intended to encourage planning authorities to explore potentially better integrated, more effective, and financially more efficient models of infrastructure provision for community use—especially in fast growing areas on the edges of Australia’s largest cities where demand for community services and infrastructure is high, but resources are stretched.
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ItemAffordances, Architecture and the Action Possibilities of Learning Environments: A Critical Review of the Literature and Future Directions(MDPI, 2022-01)This paper critically reviews the body of literature on affordances relating to the design and inhabitation of school buildings. Focusing on the influence of learning spaces on pedagogical practices, we argue that links between affordances, architecture and the action possibilities of school-based environments have largely been overlooked and that such links hold great promise for better aligning space and pedagogy—especially amidst changing expectations of what effective teaching and learning ‘looks like’. Emerging innovative learning environments (ILEs) are designed to enable a wider pedagogical repertoire than traditional classrooms. In order to transcend stereotypical understandings about how the physical environment in schools may afford teaching and learning activities, it is becoming increasingly recognised that both design and practice reconceptualisation is required for affordances of new learning environments to be effectively actualised in support of contemporary education. With a focus on the environmental perceptions of architects, educators and learners, we believe affordance theory offers a useful framework for thinking about the design and use of learning spaces. We argue that Gibson’s affordance theory should be more commonly applied to help situate conversations between designers and users about how physical learning environments are conceived, perceived and actioned for effective teaching and learning.
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ItemSchools as Community Hubs Development Framework: Workshop 1, Emerging Themes & Insights(University of Melbourne- Melbourne School of Design, 2020)
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ItemBuilding Connections for Community Benefit. Proceedings of Schools as Community Hubs International Conference 2020(University of Melbourne - Melbourne School of Design, 2020-11-30)