Please use this identifier to cite or link to this item:
|Title:||Habits and habitats: An ethnography of learning entanglement|
|Keywords:||sociomaterial theories of learning|
learning space design
innovative school practices
open school architecture
|Publisher:||University of Sydney|
Faculty of Education and Social Work
|Abstract:||Despite an underlying assumption that, at least on some level, our environments influence what we do, a review of the literature on formal education reveals that empirical research on relations between the physical environment and learning is surprisingly sparse. Conducted as ethnography, this study examines learning activity in an open, flexible and digitally connected learning environment. It draws on 549 hours of observation over a nine-month period in a refurbished space designed to accommodate 181 year five and six students and their team of seven teachers, using one-to-one mobile computing. Observation was informed by sociomaterial theories of learning, theories of material ecology from anthropology and archaeology, and the framework for Activity Centred Analysis and Design (ACAD) from the learning sciences. Through theoretical reflection, I consider how the qualities of materials participate in teaching and learning practice, and how we might account for their participation in learning activity. The theoretical exposition, housed in Part 1, traverses three scale levels: the qualities and properties of materials, the relational dependences between things and humans, and the notion of emergent, systemic wholeness. Part 1 concludes with the identification of a number of repeating patterns of structure and activity that give rise to wholeness, which are presented in the form of a partial pattern language. All of this draws on ten rich descriptions of learning activity, presented in Part 2. Throughout, I argue that there is an urgent need for a non-deterministic theory of materials in educational research, and that this type of detailed observational work can play a vital role in understanding how vibrant and participatory learning environments function and evolve. As such, this thesis makes both theoretical and practical contributions that have implications for teachers and educational leaders who wish to engage in shaping convivial places for learning.|
|Rights and Permissions:||The author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission.|
|Type of Work:||PhD Doctorate|
|Type of Publication:||Doctor of Philosophy Ph.D.|
|Appears in Collections:||Sydney Digital Theses (Open Access)|
This work is protected by Copyright. All rights reserved. Access to this work is provided for the purposes of personal research and study. Except where permitted under the Copyright Act 1968, this work must not be copied or communicated to others without the express permission of the copyright owner. Use the persistent URI in this record to enable others to access this work.
|yeoman_p_thesis.pdf||Thesis||14.36 MB||Adobe PDF||View/Open|
Items in Sydney eScholarship Repository are protected by copyright, with all rights reserved, unless otherwise indicated.