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)

Cullis, Robert Ian (2012) 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). UNSPECIFIED thesis, UNSPECIFIED.

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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.

Item Type: Thesis
Divisions: ?? BucksNewUniversity ??
Depositing User: ULCC Admin
Date Deposited: 15 Nov 2012 09:00
Last Modified: 11 Dec 2017 19:21
URI: http://bucks.repository.guildhe.ac.uk/id/eprint/9995

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