Tradition and innovation. Representations of a “good” learning environment among Swedish stakeholders involved in planning, (re)construction and renovation of school buildings

ABSTRACT

This study highlights how 20 Swedish principals, school managers and architects involved in planning, construction and reconstruction of primary and secondary school buildings at regional, municipal and local levels represent good learning environments. Drawing on semi-structured interviews, the analysis focuses on how the stakeholders understand the physical, pedagogical and social aspects of learning environments, including the power relations and principles of control that are embedded in their understandings. The findings indicate two orientations when the interviewees discuss good learning environment, an orientation towards clearer boundaries and control in physical, pedagogical and social spaces (strong classification and framing), and an orientation towards weaker boundaries and control (weak classification and framing). The first orientation is directed towards what, in previous research and policy discourses, is described as traditional school design, whereas the second rejects some basic principles of traditional school design and aligns with what is commonly described as innovative school design.

KEYWORDS:

• Learning environment
• school design
• physical space
• pedagogical space
• social space

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Maria Rönnlund

Maria Rönnlund is associate professor at the Department of Applied Educational Science at Umeå University, Sweden. Her field of research is sociology of education and youth studies. Recent studies deal with learning environments.

Peter Bergström

Peter Bergström is assistant professor at the Department of Education at Umeå University, Sweden. His field of research is ICT and learning, transformation processes and school development.

Åse Tieva

Åse Tieva is associate professor at the Centre of Educational Development at Umeå University, Sweden. Her field of research involves the relationship between space, learning and teaching in higher education (HE).