Occupying Curriculum as Space

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. Curriculum remains an effective tool for implementing macro-policies of government and articulating wider socio-cultural agendas in schools. However, for all this success there exists a very limited understanding of its lived impact on the student – that is, how curriculum is actually inhabited by ..