Pragmatism and Philosophy: Enriching Students' Lives through a Critical Investigation of Spatial Literacy in Shared Spaces

Pragmatism and Philosophy: Enriching Students' Lives through a Critical Investigation of Spatial Literacy in Shared Spaces

Margaret Baguley (University of Southern Queensland, Australia), Toni Riordan (St Joseph’s Nudgee College, Australia) and Martin Kerby (St Joseph’s Nudgee College, Australia)
DOI: 10.4018/978-1-60566-673-0.ch007
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Abstract

The purpose of this paper was to investigate how a secondary boys’ College has sought to create a cultural alliance between a spatial literacy which expresses an officially sanctioned version of the past and a contemporary curriculum that embraces a far broader understanding of this concept. This investigation of spatial literacy was contextualised through the curriculum plan of the College which seeks to educate students through a student-centred curriculum that aims to develop critically aware and culturally sensitive world citizens. The perceptions of key teachers were also examined which revealed their increasing use of school spaces to address political, philosophical and environmental issues in their pedagogical approach.
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Background

St Joseph’s Nudgee College2 situated in the north of Brisbane in the state of Queensland is an Australian Catholic school for boys whose philosophy is based on the Edmund Rice tradition3. The college’s current enrolment stands at 1350 boys in Years 5 –12, including 300 boarders. The demographic breakdown of the student cohort is 1205 Australian, 74 international (majority from Asia), 38 Papua New Guinea and 33 Indigenous students. When the college was established in 1891 it had a distinct Irish identity and catered mostly for ‘boys from the bush’ with the majority of these leaving home to board at Nudgee.

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