Designing school(s): school architecture and curriculum

This chapter explore shifting empirical and theoretical understandings of the relationship between school architecture and curriculum. It examines the immediately decipherable and the more subtle links between the two by viewing school architecture as not only a matter of the architect's pen, but also as created through policies and pedagogies, as well as through teachers' and students' everyday use of space. On this background, school architecture and curriculum are seen as entangled in ways where they shape each other. The chapter works through empirical examples from across the world and show the relevance of addressing transnational transfers to the topic.