Place-people-practice-process: Using sociomateriality in university physical spaces research

Abstract

Pedagogy is an inherently spatial practice. Implicit in much of the rhetoric of physical space designed for teaching and learning is an ontological position that assumes material space as distinct from human practice, often conceptualising space as causally (and simplistically) impacting upon people’s behaviours. An alternative, and growing, perspective instead theorises infrastructure as a sociomaterial assemblage, an entanglement, with scholarly learning, teaching, institutional agendas, architectural intent, technology, staff, students, pedagogic outcomes, and built form all participants in an active symbiosis of becoming. This article synthesises and works with spatial theories to elaborate on the emergent literature and illustrates a sociomaterial understanding through narratives of self and staff, teaching and learning in a university context. The terms sociomaterial, assemblage and entanglement allude to a relational ontology underlying spatial-social being-becoming. This understanding can support the realisation of the intent underlying transformations of material spaces to create collaborative and inclusive university environments, where staff and students can learn, belong, and become as part of a scholarly community. I argue that sociomaterial theory is valuable to make meaning of the inseparable mélange of people, place, technologies, interaction, discourse, feeling, value and power that is teaching and learning.

Keywords:

• Sociomaterialty
• higher education
• learning spaces
• pedagogy

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Corrigendum

Notes

1. More than just the land on which construction stands, Country for Australian Aboriginal and Torres Strait Islander peoples represents an intricate physical, spiritual and emotional relationship with place. The term encompasses ‘all the values, places, resources, stories, and cultural obligations associated with that geographical area’ (para.1, Smyth, 1994).