The Toponomy of the Classroom
Certain spaces produce certain practices. We are tempted to think in dichotomies: for example, form and content, but often overlook a third element—space. The same occurs in education, where we often think of what is taught and how it is taught, overlooking where it is taught. This article thinks through how spaces produce certain kinds of practices, following guidelines set by Michel Foucault. Veldkamp compares the most prevalent educational spaces to engaged practices and wonder what spaces engaged practices need.