Abstract
Educational space manifests itself in myriad ways; one of the most obvious is school architecture, comprising spaces specifically designed with the process of teaching and learning in mind. Nonetheless, there has been a tendency to treat school architecture as a background phenomenon that was not integrated into the power of pedagogy, or, if it was, then it was seen as an innocuous force, generally for the educational good.
| Original language | English |
|---|---|
| Title of host publication | Disability Studies: Educating for Inclusion |
| Subtitle of host publication | Educating for Inclusion |
| Publisher | Sense Publishers |
| Pages | 75-88 |
| Number of pages | 14 |
| Volume | 3 |
| ISBN (Electronic) | 9789463001991 |
| ISBN (Print) | 9789463001991 |
| Publication status | Published - 2015 |
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Cite this
Walker, P. (2015). The Privileging of 'Place' within South Australia's Education Works: A Spatial Study. In Disability Studies: Educating for Inclusion: Educating for Inclusion (Vol. 3, pp. 75-88). Sense Publishers.