Abstract
Learning environment research is gaining previously unachieved sophistication as it develops beyond ‘post occupancy evaluation’ towards socio-cultural examinations of how students and teachers occupy and utilise space. This chapter argues that knowledge gained though previous research can be ‘mined’ for such spatial implications. The overlap between gender studies and curriculum is one such field.
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Imms, W. (2016). Occupying Curriculum as Space. In: Fisher, K. (eds) The Translational Design of Schools. Advances in Learning Environments Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-364-3_7
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DOI: https://doi.org/10.1007/978-94-6300-364-3_7
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-364-3
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