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dc.contributor.authorStables, Andrew
dc.contributor.authorLearoyd-Smith, Susannah
dc.contributor.authorDaniels, Harry
dc.contributor.authorTse, Hau Ming
dc.date.accessioned2018-10-09T01:02:08Z
dc.date.available2018-10-09T01:02:08Z
dc.date.issued2014
dc.identifier.isbn9789462098558
dc.identifier.urihttp://hdl.handle.net/10072/170819
dc.description.abstractIn this chapter. empirical data from the AHRC funded Design Matters? research project are subjected to semiotic analysis according to a framework drawn from biosemiotics, Tarasti's existential semiotics and Stables' taxonomy of environmental literacies as functional, cultural and critical. This framework allows the school to be understood as umwelt, as place-as-experienced, and offers the potential to bring together the previously distinct exercises of investigating schooling as experience and school as designed space. The results show how the functional and the affective are interwoven in both students' and teachers' evaluations of schools as places to work and socialise. Design influences, but cannot determine, the experience of schooling. Traditionally, evaluations of schooling have tended to separate the personal from the spatial, with research into both effective teaching and learning and the student experience taking little account of the school as designed space, and architectural post-occupancy evaluations taking similarly little account of pedagogy or the less easily measured aspects of students' and teachers' lives within them. Stables (2014) takes the above as his starting point in developing a possible analytical framework for investigating the school as experienced place drawing on the three major theoretical sources: biosemiotics (the school as unwelt), existential semiotics (Tarasti, 2001: experience of school as acts of affirmation and negation), and a taxonomy of environmental literacies as functional, cultural and critical (Stables, I 998; Bishop and Stables, 200 I). In this chapter, the framework is used to analyse data from the Design Malters? project funded by the UK Arts and Humanities Research Council (AHRC), the aim of which was to study the experiences of students, teachers and others in schools built in the early 2000s under the British Government's Building Schools for the Future and subsequent Academies initiative. Although not the case for many later academies, all the schools studied were commissioned and largely built during the period between 2000 and 2010 under a Labour government. All were considerably more expensive than the school builds that preceded and succeeded them. and all were situated in relatively deprived areas with low prior academic achievement. (Further details of the schools and the project design are available from the authors on request.)
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSense Publishers
dc.publisher.placeNetherlands
dc.publisher.urihttps://www.sensepublishers.com/catalogs/bookseries/educational-futures-rethinking-theory-and-practice/pedagogy-and-edusemiotics/
dc.relation.ispartofbooktitlePedagogy and Edusemiotics: Theoretical Challenges/Practical Opportunities
dc.relation.ispartofchapter4
dc.relation.ispartofpagefrom35
dc.relation.ispartofpageto50
dc.relation.ispartofvolume64
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchcode130399
dc.titleSchools and Schooling as Semiotic Engagement: A focus on design
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.hasfulltextNo Full Text
gro.griffith.authorDaniels, Harry R.


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