Faculty of Education - Research Publications

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Author: Mulcahy, Monica × End date: 2015 × Start date: 2010 ×

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    Learning spaces and pedagogic change: envisioned, enacted and experienced
    Mulcahy, D ; Cleveland, B ; Aberton, H (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2015)
    Building on work in how spaces of learning can contribute to the broader policy agenda of achieving pedagogic change, this article takes as its context the Building the Education Revolution infrastructure programme in Australia. Deploying a sociomaterial approach to researching learning spaces and pedagogic change and drawing on data from interviews conducted with senior leaders, teachers and students in schools with flexible learning spaces, we report on pedagogic change as envisioned for, and enacted and experienced in, these spaces. It was found that there is no causal link between learning spaces and pedagogic change. Rather, pedagogic change is encompassed within multiple sets of relations and multiple forms of practice. We see promise for the emerging field of learning spaces in thinking about space from a relational, sociomaterial perspective. This approach pursues a non-dualist analysis of the space–pedagogy relation and offers less deterministic causal accounts of change than those that are commonly made in the popular and policy literatures.
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    Re/assembling spaces of learning in Victorian government schools: policy enactments, pedagogic encounters and micropolitics
    MULCAHY, M (Taylor & Francis, 2015)
    The significant public investment that has been made over the past decade in the educational infrastructure of universities, colleges and schools has prompted increasing interest in the re-consideration of learning and the spaces in which learning takes place. Set within policy interest in Australia in how spaces can contribute to the broader policy agenda of achieving an ‘Education Revolution’, this article takes as its context the Building the Education Revolution (BER) infrastructure programme. Promoting the idea of twenty-first century learning in open, flexible learning spaces, this programme embeds a particular view of pedagogic practice and the spaces in which it is performed. Deploying data from video case studies of how government schools within the state of Victoria are utilising these spaces to improve teaching and students’ learning, I trace education policy in action utilising an analytic of assemblage. In the empirical complexity of the passage of BER policy in schools, learning spaces emerge as open and closed, flexible and contained, heterogeneous and homogeneous; pedagogic practices are similarly seemingly paradoxical – learner centred and teacher-centred, individualised and directly instructional or whole-group. The argument is made that this ontological variability is a site of micropolitics through which the predilections of BER policy are substantially challenged.