Shifting Spaces and Pedagogical Maneuvers: Teacher Experiences of Space and Place

• In Event: Spatialized Pedagogies, Innovative Learning Environments, and School Redesign: Researchers, Teachers, and Students Coproducing Knowledge

Abstract

This paper considers a macro view of the micro effects of one spatial move, emphasizing the importance of context in understanding the influence of what changing the spatialized context might mean for an individual teacher. It reports on a teacher researcher/ university researcher partnership investigating the impact of space on a Kindergarten program that was shifted from a site in an old university “Ring House” into a regular school building. The university researcher has worked alongside the teacher professionally and physically (helping to pack and unpack boxes, recording the events of the year, engaging in professional conversations, unpacking the experiences and processes). Another author worked with other researchers to establish a drama unit in the kindergarten program.
In Alberta, Canada, the Ministry of Education published a discussion paper, “Inspiring Action on Education” that addresses the need for transformation and reform within education that addresses diversity and inclusion, including more flexible learning structures. Despite this policy and apparent improvement in the quality of the building, moving from a self-contained space into the schooling environment for the kindergarten program was more restrictive pedagogically for the teacher. Play spaces were shared and more regulated, there was a shortage of storage, and a range of temporal and spatial restrictions limiting how time was utilised and requiring negotiation with others (Morrow 2003). While the original building had needed maintenance, the move was prescribed and top down. This produced a sense of loss for the teacher and community that downplayed any benefits of the move in terms of the quality of the space (heat, light) etc. (Tanner 2009). In that sense, the temporal phases of serial redesign identified in the Innovative Learning Environments Research Study Report DEECD/Deakin temporal grid, that of design, preparation for transition, consolidation of practice, evaluation and sustainability of innovation were highlighted. Preparation for transition into a new learning space and participatory redesign had been neglected (Authors 2011a).
Often in such situations, teachers feel a loss of control, assuming defensive pedagogies (McNeil, 2009). This paper describes how the teacher not only maintained her innovative practices, but through her constant risk-taking and experimentation, developed new pedagogical approaches in the new ‘learning’ space. The teacher worked with the two researchers using drama as a stepping stone for both teacher and her young students to develop innovative and novel approaches to narrative in their adoption and adaption of the drama work making the space into a place of learning (Lackney and Jacobs 2002). In return, the students indicated a greater sense of agency as they recorded their narratives, and through following their lead and building on their suggestions, the teacher was able to enhance her professional learning (Holloway and Valentine 2000).

Authors

• Linda Laidlaw, University of Alberta

• Lee Makovichuk, Child Study Centre

• Joanne O'Mara, Deakin University