ABSTRACT
Design, Education and Pedagogy was developed from a 2017 special issue of the journal Access: Critical Perspectives on Communication, Cultural and Policy. Prakash Nair’s proposed design principles embody the twenty-first century worker, the self-directed, ‘critical thinker’ and collaborator who can work in a globally connected, technologically rich environment. In this chapter, the authors consider whether non-traditional spaces facilitate the development of twenty-first century learning. A further engagement with non-human agential matter is developed in Kirsten Locke’s ‘Activating Built Pedagogy: A genealogical exploration of educational space at the University of Auckland’s Epsom Campus and Business School’. By ‘built pedagogy’, Locke suggests: ‘he utilise the idea of built pedagogy that is infused within the form of the buildings, where educational intent is concretised into solid mass that physically shapes and defines the spaces and borders of the educational endeavour’.
