Jos Boys, University of Brighton
This article, published in 2009, looks critically at some of the assumptions in ideas about learning spaces, especially the arguments in favour of a shift from formal to informal learning spaces. It suggests that the formal/informal divide hides more than it reveals about the complex relationships between learning and the spaces in which it takes place; and that learning spaces in postcompulsory education remains an under-theorised and under-researched area.
Published in Autumn 2009: Networks, Issue 8, pp. 16-19.