Thinking outside four walls: the case for reconfiguring traditional classrooms

ABSTRACT

This article explores the affordances provided by altering the way in which a traditional structured classroom is perceived. The article, through an exploration of reconfiguring a classroom space in a drama intervention, outlines the affordances provided to young vulnerable people and the adults that they work with. Such reconfigurations are essential in order to provide vulnerable young people with the means to alter the stereotype that have been assigned to them by others. Equally the reconfiguration is a tool that can equip the adults with the space to better understand the young people and their backgrounds. Together this can allow a differing identity to flourish and provide young vulnerable people with the space to evolve into their true self. Altering or defamiliarisng the space affords a potential relational change for both students and adults.

KEYWORDS:

• Affordance
• drama intervention
• vulnerable youth
• classroom space
• reconfiguring space

Acknowledgments

This research was supported with investment from Artswork, the South East Bridge.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Nicole Dingwall

Nicole Dingwall is a Departmental Lecturer in English Education and the Lead Curriculum Tutor on the PGCE English course at the University of Oxford. Previously Nicole taught English in secondary schools in Australia and the UK. She is currently conducting research on the cultures of secondary school English departments. Her research interests include teachers’ identities, vulnerable children inside and outside education along and with literacy.