Reconceptualising space in a grade 6 classroom
Date
2016
Authors
Nkosi, Nkosikhona Sean
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Abstract
Despite all events unfolding in space, mainstream research often overlooks the
influence of space in teaching and learning. There is some research, however,
showing how space makes various educational experiences available. This research
adds to a growing body of spatial research in education. The research
reconceptualised space in a grade 6 English classroom in order to explore ways of
working with space. The research sought to understand (1) spatial relations in the
classroom, (2) the redesign of space and (3) the experiences of living in a
reconceptualised space. In this case study thirty one grade 6 learners and a teacher
collaboratively redesigned their classroom space. Observations were recorded over
a six week period. Four Community of Enquiries and interviews were conducted with
participants. Using Lefebvre’s (1991) spatial theory and Foucault’s (1977) work on
knowledge, power and discourse the data was analysed systematically paying
special attention to learners perceptions and behaviours prior to and following the
reconstitution. The findings show how relations between participants are governed
by time and manifest in the spatial layout of the classroom. Prior to the reconstitution
the normalisation of theft and strong gendered boundaries created antagonistic
relations amongst participants. Learners also expressed a strong desire to belong in
the classroom and the broader schooling community. Having reconstituted the
space, space also reconstituted the participants. In the redesigned space learners’
agency and voice was amplified and the space became more conducive to learning.
The benefits of the reconceptualisation were learners entering into stronger
communal relations with peers and increased participation from learners and broader
take up on the school of the grade 6 class’ ideas. The challenges of the
reconceptualisation were the alienation of other grade 6 learners and teachers
finding learners’ voice and increased agency more challenging to manage.
Systematic work with space presents a range of insights into the social relations in
classrooms that are often otherwise invisible.
Description
A Research Report submitted to the Wits School of Education, Faculty of
Humanities, University of Witwatersrand in partial fulfilment of the requirements for
the degree of Masters of Education by combination of coursework and research.
Johannesburg, March 2016
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Citation
Nkosi, Nkosikhona Sean (2016) Reconceptualising space in a grade 6 classroom, University of the Witwatersrand, Johannesburg, <http://wiredspace.wits.ac.za/handle/10539/22615>