The dissertation examines the relationships between spatial agencies and pedagogy in schools. Current policies and research reduce the discussion of school design to efficient plan layouts and well-performing buildings in terms of environmental comfort. School buildings, resultant of such discussions, become limited in the ways in which they operate socially and pedagogically. The dissertation aims, first, to analyse the spatial and pedagogical implications of these quantitative arguments, second, to rethink school typologies and their spatial elements with respect to pedagogy, and finally, to challenge current policies.
