The emerging intersection: the role of architecture in promoting inclusive education
Date
2024
Authors
Pasenidou, F.
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Journal article
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Oxford Review of Education, online, 2024; online(1):1-17
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In response to the call to explore the environmental ’set up’ in promoting students’ inclusion, this paper explores the role of architecture in inclusive education. This paper begins by critically reviewing the literature published between 2010 and 2022 through an inclusive lens exploring architecture as space in terms of students’ access, participation and achievement. Drawing on Levy and Ellis’s approach for conducting reviews, a search using the keywords architect* (for architecture, architectural, architects), space and inclusi* (for inclusion, inclusive and inclusivity) was conducted followed by a ‘backward and forward search’: the references of the cited articles, the author/s’ publications prior to and following the identified article, and additional articles ‘that have cited the identified article’. In reviewing a total of 111 books, book sections and peer reviewed studies, architecture as space that students exist in and use, architecture as social art fostering relationships, and architecture as a means of communicating values and practices that support inclusion in school communities emerged. This paper enables a critical examination of how architecture is defined in the literature contributing to progressing the translation of policy into practice, advancing the global vision for equity and inclusive education
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Copyright 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/)