Children’s relationships with their physical school: Considerations of primary school architecture and furniture design in a social and cultural context (A Thesis submitted for the degree of Doctor of Philosophy April 2010)

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dc.contributor.author Cullis, Robert Ian
dc.date.accessioned 2012-11-15T09:00:36Z
dc.date.available 2012-11-15T09:00:36Z
dc.date.issued 2012-11-15
dc.identifier.uri http://hdl.handle.net/123456789/1390
dc.description.abstract In recent years substantial investment has been made to replace or refurbish state schools in England and Wales and, although research has unsuccessfully sought to prove its contribution, the discipline of Design continues to be identified as a facilitator of educational transformation. Results to date, however, are mixed and there is an evident failing at the design briefing stage to understand how children interact with their educational settings and, notably, an avoidance of direct challenge to the primary school classroom and its practice. In response, this thesis asks how the social and cultural study of children’s relationships with their physical school can suggest a meaningful approach to primary school architecture and furniture design. A model of well-being is developed to clarify misused terminology and to present a realistic expectation of design in which the contradictory goals of inclusion and the development of the individual are appraised. Sitting within a diverse grounded methodology, the concept of belonging is then explored as a basis for evaluating the contribution of different aspects of the physical school to children’s well-being. en_US
dc.subject UK Education system en_US
dc.subject Design education en_US
dc.subject Primary education en_US
dc.subject Child interaction with education en_US
dc.subject Classroom practice en_US
dc.subject Education en_US
dc.subject School architecture en_US
dc.subject Child well-being en_US
dc.title Children’s relationships with their physical school: Considerations of primary school architecture and furniture design in a social and cultural context (A Thesis submitted for the degree of Doctor of Philosophy April 2010) en_US
dc.type Thesis en_US

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