Wesley Imms

Multiple Masculinities and the Schooling of Boys

Many disciplines have discussed masculinity in often quite polarized discourses. Resulting theories and accounts fail to describe adequately its complex structure. One consequence is the lack of a suitable platform for studying masculinity in schools. Recent discussion of “multiple masculinities” bridges these discourses to present a pluralist interpretation of how boys and men construct and enact their masculinities. It provides an analytical tool for examining how masculinities are built in school and offers educators a three-level strategy for working with boys. La masculinite fait l’objet de discours souvent tres polarises dans bien des disci- plines. Les theories et les explications qui en resultent ne decrivent pas adequate- ment sa structure complexe. L’une des consequences est l’absence d’une plateforme convenable pour l’etude de la masculinite dans les ecoles. L’examen recent de la question des « multiples masculinites » fait le lien entre ces discours afin de pre- senter une interpretation pluraliste de la maniere dont les garcons et les hommes se forgent et vivent leurs masculinites. Il fournit un outil analytique pour etudier comment les masculinites se construisent a l’ecole et propose aux educateurs une strategie tripartite dans leur travail aupres des garcons.

Pursuing that Elusive Evidence about what Works in Learning Environment Design

It is an exciting time to be involved in education. Every day we witness the pursuit of innovation and creativity in schools, the sophisticated development of personalized learning approaches, the increasing usefulness of ubiquitous technology, and the excitement surrounding the many ways education can contribute to burgeoning ‘knowledge economies’. These ‘new age’ priorities are combining to enable students to increasingly take responsibility for their own learning and are encouraging teachers to become the curators of learning experiences, that range from whole class didactic encounters, through collaborative peer-peer active learning to reflective one-on-one consultations with students – often within a single lesson.

Evaluating the Change in Space in a Technology-Enabled Primary Years Setting

There has been considerable attention in the literature postulating the potential effects of contemporary, technology-enabled new generation learning spaces (NGLS) on both teaching and learning (Brooks, 2011, 2012). This has, in part, been driven by the pervasive and transformative potential of ubiquitous access to and use of digital technology in the classroom (Chan et al., 2006).

Occupying Curriculum as Space

Learning environment research is gaining previously unachieved sophistication as it develops beyond ‘post occupancy evaluation’ towards socio-cultural examinations of how students and teachers occupy and utilise space. This chapter argues that knowledge gained though previous research can be ‘mined’ for such spatial implications. The overlap between gender studies and curriculum is one such field.

Malcolm's Story.

.. ART EDUCATION I MARCH 20 04 I found him to be agreat student to teach. As we discussed artists and the ideas that drove their passions, Malcolm would listen quietly, his face a picture of contemplative interest. When other students gave in to the temptation offlippantand shallow answers, Malcolm would become annoyed, and countered with insightful responses. Ifa project met his approval, it was done competently and to astandard that showed he could take a challenge seriously.

The Role of Evaluation as an Educational Space Planning Tool

When an educational facility is to be built or refurbished, ideally a team of educators, designers and governing educational bodies’ representatives work together to ensure the facility reflects the educational institution’s beliefs, the needs of the teaching staff, and the desired learning outcomes of its students. The ultimate aim should be to ensure the new facility supports the learners in the most effective way based on latest developments in educational theory, and research into ‘what works’ in spatial design.

New Generation Learning Environments

This book’s introductory chapter discusses the rapidly growing academic conversation occurring around learning environment research. It highlights one significant gap in the literature in this field; the evaluation of such spaces. Its conclusion isn’t that little research has been done to document impact, but what has been done has been too particular in focus and method, therefore being limited in its usefulness to practitioners.

The Emerging Importance of the Affective in Learning Environment Evaluations

This Afterword posits an emerging but critical discourse in learning environments evaluation, suggesting a realm of exploration the editors believe will gain significant traction in coming years. Discussed through the work of Sarah Healy, it takes us into the realm of human environment relations, an area of research that is within the respective realms of the EDRA (the Environmental Design Research Association) and also as evident in the Journal of Environmental Psychology. These both explore the evidence base behind the inhabitation of environments and the affect it has on occupants.