In my dissertation work I am hoping to relate the ongoing construction of
settings with community construction in secondary classrooms. I'm
wondering if anyone has developed a connection between leading activity
and something like "leading settings" or "leading objects"?
I haven't heard much discussion yet on physical spaces themselves. Why
do spaces, and their divisions and distributions, often get written out of
accounts of activity? In classroom studies in particular it often
seems that spaces are assumed to be common across
settings, and if mentioned, are generally noted as a supporting cast for
talk and other aspects of activity.
Would really be interested in hearing about any related work.
Kevin Leander