A co-designed by students “architecture of schooling” framework: Informing a novel architecture lens within the field of inclusive education

Abstract

In response to the call to explore the environmental set up of schools, employing a practice architectures (PA) lens and a participatory co-design methodology in one Australian primary school, the current paper reports on a co-designed architecture of schooling framework. Data was collected through focus groups and visual participatory co-design methods, including auto-photography and digital and hand-made storybooks. Ten students from Reception and 21 Year 4 student participants identified eight elements as enablers of developing an inclusive school community within, and through, social practices demonstrating the role of architecture in inclusive education: can go to the office when we get hurt, quiet and calm spaces, meeting spaces, making friends, reading books, music and sports, learning, playing and exploring. Progressing a systemic institutional development, this paper contributes to establishing a novel architecture lens within inclusive education with implications for students’ access, presence, participation, achievement and sense of belonging in their local school communities.