ABSTRACT
This chapter shows how freedom has been claimed and reclaimed in a number of different schools, all set in different social and political environments. The way that 'freedom' is described within Sands School is interesting, and at times, can sound contradictory. Students, including Clare, frequently talk about having 'no rules' and yet they also describe their experiences of being in school meetings and having to deal with cases of when students or staff have broken 'the rules'. Sands School is able to offer students a freedom from many of the things that students found to be constraining, oppressive or challenging within other schools. By using innovative architecture to facilitate engaging and interactive pedagogies, Hellerup School offers students a freedom from the rigidity that they experienced in previous schools. The level of freedom that they experience is negotiated, and develops as children grow older, but can nonetheless be seen as real freedom.
