Is the classroom obsolete in the twenty-first century?

Abstract

Lefebvre’s triadic conception of spatial practice, representations of space and representational spaces provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries and diverse furnishings emphasising student comfort, health and flexibility. Schooling in the twenty-first century, certainly in the developed world, is required to ensure that children and school-leavers have appropriate life-long skills in preparation for participation in the twenty-first century knowledge economy. This world is characterised as complex and dynamic, deeply influenced by globalisation and the revolution in digital technology. Developing these skills calls into question ‘outmoded’ transmission models of teaching and requires teachers and school leaders to approach their work in radically new ways. Open school design encourages flexibility in learning and teaching, and allows collaborative, team teaching, with designers claiming significant educational benefits. This arrangement of multiple classes using innovatively designed, technology-enriched common space, facilitated by multiple teachers, working in collaborative teams, is far-reaching in its likely implications for community expectations and responses, relationship-building, assessment, student learning, teachers’ work and initial teacher education.

Keywords:

• Flexible learning space
• modern learning environment
• innovative learning environment
• Lefebvre
• twenty-first century learning
• future education

Notes

1. From the New Zealand School Property Strategy 2011–2021 (MOE, 2011): ‘The Ministry of Education, as the owner of state schools, requires a portfolio of well-maintained schools supporting a modern education system that produces skilled people who can contribute towards a productive economy.’ (p. 3).

2. The lived reality is interesting, as the short-hand preference of many teachers, principals and others is ‘MLE’, and it may be some time before the MOE succeeds in shifting this usage to ‘ILE’.

3. This is an arguable position, even within a humanistic framework. I refer here to Paulo Freire, who argued strongly for greater dialectical flexibility in seeing society and being, as acting on one another, and having mutual influence.

4. By a 1974 Act of Parliament, formerly private schools (such as religious schools) are able to opt into the New Zealand state system, with certain conditions attached.