This thesis asks the question: what lessons are embedded in the consumption of space at
Windsor House School. It is explored by looking at the interconnections between rules, mobility,
self-regulation, authority, power, and negotiation of space. The fieldwork for this case study was
conducted in the spring of 2004 while Windsor House School was located at the Clover ley site in
the North Vancouver school district. The research practice is guided by ethnographic strategies
of participant observation, observant participation, guided tours, discussions, and reviewing
field-based documents. It is authored from a feminist, sociological position that advocates for
radical pedagogy. It rests on the assumption that the use of space is a politicized activity with
embedded lessons that link to ideology and pedagogy. This thesis finds that the semiotic meaning
of institutional school space is being contested and transformed at Windsor House. It concludes
that it is important that non-standard school spaces, such as Windsor House, exist because they
expand the imagination of what is possible within restrictive spaces. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/17564 |
| Date | 05 1900 |
| Creators | Mills, Sarah Anne |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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