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64 | décembre 2013
Les espaces scolaires

Schools as spaces
Los espacios escolares
Edited by Maurice Mazolto and Luca Paltrinieri
Les espaces scolaires
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ISBN 978-2-85420-601-2

How can the school space contribute to pupils’ fulfilment and learning quality? Is the quality of such spaces determined solely by the architecture of the buildings in question? What links between the school and its environment can we deduce from the way in which school spaces and buildings are designed? What trends are we currently seeing around the world and what do they tell us about changes in education-related needs and expectations, or even the school format in the 21st century?

In this issue 64 of the Revue Internationale d’Education de Sèvres, experienced architects, young researchers, sociologists, heads and those responsible for the construction of schools within regional authorities are invited to respond to such rarely raised questions, drawing on recent research and examples taken from various countries, including Italy, Denmark, France, Australia, Belgium (Flanders), Israel, Canada (Quebec), Chile and Switzerland, as well as a global comparative analysis.

This variety of approaches and analyses gathered proves rich in lessons to be learned. Innovative architecture can result in educational development or indeed the opposite, depending on the context. New ways of configuring school spaces are emerging, particularly in certain countries such as Australia. It would appear that the educational community and policy-makers everywhere are tackling these questions. The issue is a sizeable one, since school spaces are essential to supporting and facilitating educational development, as well as to encouraging peaceful relations between people.

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