ABSTRACT
In the last chapter I looked at teaching and learning encounters and began to map their complex and partial relationships to the physical space in which they take place. This revealed that, while the activities and the spaces in which they occur have only a partial relationship with each other and are always situated and specifi c, some key questions and issues for design can be discovered through close observational and other investigations of particular learning spaces. Next, though, I want to ‘go up a level’ to examine the social and spatial practices of the educational institution, and the ‘shape’ of post-compulsory education providers.
