ABSTRACT
It has been suggested that makerspaces create alternative teaching and learning arrangements to more established educational practices, creating opportunities for distributed expertise and leadership between teachers and students. This chapter discusses the dynamics of leadership in a school’s makerspace, the FUSE Studio. The chapter presents a study in which Finnish primary school teachers were interviewed about their work in the makerspace. Teacher-led, student-led, and distributed narratives of leadership, revealed by a narrative analysis of the interview data, are discussed. Moreover, the chapter sheds light on how the makerspace context does not automatically foster distributed leadership, but its emergence demands collective efforts from both teachers and students to be willing to change their more established roles into collaborators, facilitators, and makers of learning.
