Learning lessons from the collaborative design of guidance for new build schools

Journal article

This article focusses on the lessons learnt from the collaborative design of guidance for new build schools in England about the processes of school design, construction and occupation. The study involved headteachers, school building commissioners, teachers and wider school communities thinking about the pedagogic implications of the production of new school buildings. Professionals who had been involved with the development of new school buildings, and those currently involved, engaged in workshops to discuss their experiences of the process and designed guidance for those who would be involved in the future. This collaborative process pointed to possibilities but also significant potential risks involved in innovative school design. Theoretically, an activity theory framework was adopted to explore patterns of interaction and contradictions in the collaborative processes of the design, construction and occupation of new school builds and how these should be captured in a guidance document. We problematise the concept of innovation in the design of new build schools and the related risks. We suggest that collaborative school design calls for a new conception of collective action.

Authors: Daniels, H; Thompson, I; Tse, HM; Porter, J

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: SAGE Publications
• Journal: European Educational Research Journal
• Volume: 21
• Issue: 4
• Pages: 585-601
• Publication date: 2022-03-11
• Acceptance date: 2022-01-31
• DOI: 10.1177/14749041221080892
• EISSN: 1474-9041
• ISSN: 1474-9041
• Language: English
• Keywords: design research; collaborative design; activity theory; new build schools; FFR