This collection of fresh analyses aims to map the links between
educational theory and research, and the geographical and physical
spaces in which teaching is practiced and discussed. The authors
combine historical and philosophical perspectives in examining the
differing institutional loci of education research, and also assess
the potential and the limitations of each. The contributors trace
the effects of 'space' on educational practice in the classroom, in
the broader institutions, and in the academic discipline of
education-doing so for a range of international contexts.
The chapters address various topics relating to the physical and
geographical environment. How, for example, does geographical space
shape researchers' mental frameworks? How did the learning
environments in which young children are taught today evolve? To
what extent did parochialism shape America's higher education
system? How can our understanding of classroom practice be enhanced
by concepts of space? The book acknowledges that texts themselves,
as well as the research 'arena', are 'spaces' too, and notes the
fascinating debate on the concept of space in the field of
mathematics education. Indeed, as more and more students move
online, the book analyses the rising importance of virtual spaces
such as Web 2.0, which have major educational implications for
researchers and students joining the innovative 'virtual'
universities of the future.
This publication, as well as the ones that are mentioned in the
preliminary pages of this work, were realized by the Research
Community (FWO Vlaanderen / Research Foundation Flanders, Belgium)
Philosophy and History of the Discipline of Education: Faces and
Spaces of Educational Research.
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