The paper critically reviews the body of literature on affordances relating to the design and inhabitation of school buildings. Focusing on the influence of learning spaces on pedagogical practices, the authors argue that links between affordances, architecture and the action possibilities of school-based environments have largely been overlooked and that such links hold great promise for better aligning space and pedagogy—especially amidst changing expectations of what effective teaching and learning ‘looks like’.
Buildings Special Issue: Learning Environment Design and Use
Affordances, Architecture and the Action Possibilities of Learning Environments
Authors: Dr Fiona Young and Dr Benjamin Cleveland