Browse by author
Lookup NU author(s): Dr Pamela Woolner, Ulrike Thomas
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
School design in any epoch reflects the collective values and attitudes of the time, and the politicalcurrents which shape perspectives. In this paper, we consider the risks associated with an Englishschool’s rebuilding under the Priority School Building Programme, a standardised approach toschool design, tending to result in ‘traditional’ instead of ‘innovative’ designs. At a micro scale,risk is affective, influencing educators’ ontological security. We also consider the macro-levelrisk of shaping citizens through education policy reflecting particular values. This case study,in a UK secondary school, explores theoretical frameworks that can be used to investigaterisks involved in rebuilding projects. It is well established that misalignment between structuralresources, approaches to pedagogy and social relations presents a significant risk for schoolredesign. Although the case study project was a relatively smooth transition at the local level, withalignment between set, epistemic and social design, we argue that there can be a philosophical riskassociated with conservatism in schooling design and a focus on performativity and conformity.Giving consideration to policy-led schooling decisions, we argue for the importance of alignmentbetween design elements in the context of wider consideration around the purposes of education.
Author(s): Woolner P, Thomas U, Charteris J
Publication type: Article
Publication status: Published
Journal: European Education Research Journal
Year: 2022
Volume: 21
Issue: 4
Pages: 627-644
Print publication date: 01/07/2022
Online publication date: 06/06/2021
Acceptance date: 04/05/2021
Date deposited: 18/06/2021
ISSN (print): 0032-3217
ISSN (electronic): 1467-9248
Publisher: Sage Publications Ltd.
URL: https://doi.org/10.1177/14749041211021262
DOI: 10.1177/14749041211021262
Altmetrics provided by Altmetric
