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Geographies of alternative educationDiverse learning spaces for children and young people$
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Peter Kraftl

Print publication date: 2013

Print ISBN-13: 9781447300496

Published to Policy Press Scholarship Online: January 2014

DOI: 10.1332/policypress/9781447300496.001.0001

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Mess/order: materials, timings, feelings

Mess/order: materials, timings, feelings

Chapter:
(p.119) Five Mess/order: materials, timings, feelings
Source:
Geographies of alternative education
Author(s):

Peter Kraftl

Publisher:
Policy Press
DOI:10.1332/policypress/9781447300496.003.0005

This chapter is about some of the selected spatialities – the co-implicated spaces-and-times – that characterise alternative learning spaces. It focuses on how alternative educators combine spatial and temporal techniques to make learning happen within their respective settings. Empirically, it attends to three aspects of the learning environment: the creation of order, the absence of uniformity and material objects, and the presence of material and temporal mess. Taking inspiration from Actor-Network Theory, the argument is for a greater attention to mess, whilst acknowledging that alternative learning spaces are characterised by an interplay between mess and order (or ‘dis/order’). Finally, it is argued that material dis/order is often geared to the production of particular modes of feeling – not only emotions, but affects and atmospheres. It is in creating those modes of feeling that capacities for children to learn are constituted. In doing so, the chapter develops recent work in geography and education studies on emotion, affect and feeling.

Keywords:   Materiality, Actor-Network Theory, Order, Mess, Space and time, Slowness, De-schooling, Learning, Emotion/affect/feeling, Geographies of architecture

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