Recent years have seen the emergence of a novel type of community space around the world, labelled variously as makerspaces, hackerspaces, hacklabs, Fab Labs, and repair cafés. These workshops, often known collectively as the ‘maker movement', have inspired considerable speculation regarding their potential to prefigure a more sustainable economy, including a shift to localised and participatory forms of production and consumption (Smith and Light, 2017). Until recently, the social scientific work on such spaces has been sparse, especially in-depth ethnographic work, though scholars are increasingly turning their attention to them, particularly in the fields of design and science and technology studies. This thesis, a practice-led ‘enactive ethnography' drawing from three case study workshops in Edinburgh, Scotland, explores the question of sustainable development and maker spaces along two main axes: firstly, the emergence of sustainable practice in such spaces, and secondly, the relevance of such spaces to the cultivation of human wellbeing. The thesis is the first examination of such spaces drawing from developments in social theory towards relational materialism, more-than-representational approaches, and a focus on social practice. It draws a number of conclusions. Firstly, that claims of an undifferentiated global ‘maker movement' may be exaggerated: the grassroots participant-led creation of such spaces results in irreducible diversity and local differentiation. Secondly, while claims about the potential of such spaces for reconfiguring global production and consumption are overstated, when viewed from a practice-oriented perspective, the communities of practice populating such sites comprise potent and potentially-valuable crucibles of knowledge and materials. And thirdly, trying to move away from individualistic conceptions of wellbeing, the case studies provided evidence for the shared workshops playing a crucial role in the contingent emergence of participant wellbeing. These findings are further developed in tandem with a posthuman reading of maker practices, contributing to timely scholarly debates on ‘making' and ‘craft'.

This study investigated how lesson study, a Japanese intervention tool, may be used as a management strategy to improve performance in space, shape and orientation in Mathematical Literacy at Technical and Vocational Education and Training colleges. In this study a qualitative approach was followed in both the pilot and the main study. Prior to the main study, a small-scale pilot study was conducted which consisted of two participant lecturers and lasted for about two months culminating in one complete lesson study cycle and a second partially completed cycle. Four lecturers participated in the main study which lasted about seven months from the last week of February 2019 to the last week of August 2019 at a campus of a TVET college where Mathematical Literacy is a subject in the NCV program. Data were collected from semi-structured interviews with lecturers and students, observations of students’ performance and behaviour while delivering the research lessons, including researchers’ journals and participant lecturers’ journals, students’ work and meeting notes which included debriefing notes. The LS - Participative Management model proposed in this study has shown to achieve the broad teaching and learning outcomes, personal and professional outcomes and managerial outcomes. Hence, it is possible that the model proposed in this study is an appropriate model which can be successfully implemented at TVET colleges in South Africa. With the application of the LS Participative Management model, findings revealed from this study showed that participant lecturers improved their teaching and learning by reflecting and engaging with the content of space, shape and orientation in Mathematical Literacy by highlighting the misconceptions students have around this topic. Participant lecturers were also brought out of isolation, giving them the opportunity to collaborate with other lecturers and the manager. Collaboration and participation in lesson study also brought about organisational effectiveness which was revealed through vigorous discussions, openness, trust and respect, positive relationships and sharing ideas. Lesson study also provided an enabling environment for lecturers to become personally and professionally empowered by increased confidence and motivation as they gained more experience in lesson study. The involvement of the manager as a participant observer showed that it can impact on curriculum management, sharing experience and expertise, influence the organisational culture and provide guidance and support. / Educational Management and Leadership / D. Ed. (Educational Management)