Education Governance and the Infrastructures of Schooling: The Making of an Eco-School in Rural Argentina
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| Title: | Education Governance and the Infrastructures of Schooling: The Making of an Eco-School in Rural Argentina |
|---|---|
| Language: | English |
| Authors: | Marcia McKenzie (ORCID |
| Source: | Discourse: Studies in the Cultural Politics of Education. 2025 46(6):768-779. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Foreign Countries, Building Design, Educational Facilities Design, Educational Environment, School Buildings, School Construction, Structural Elements (Construction), Sustainability, Environmental Education, Rural Schools, Natural Resources, Environmental Influences |
| Geographic Terms: | Argentina |
| DOI: | 10.1080/01596306.2025.2483185 |
| ISSN: | 0159-6306 1469-3739 |
| Abstract: | This article draws on infrastructure studies to examine how a newly built eco-school in rural Argentina furthers sustainability learning and action. We consider how infrastructures mediate the possibilities of schooling, including the physical building of the school itself and the region in which it is located, the objects, desks, technologies and so on within the school, and broader policy regimes through which education systems are constituted. Drawing on qualitative data, our analysis shows how the physical building of the rebuilt eco-school blurs divisions between the built and natural environment, how the building fosters particular affective and learning practices linked to sustainability, as well as how it is in tension at times with broader regimes of education governance. Amid growing recognition of the need to mobilise education to foster sustainability, we argue that greater attention to the infrastructures of schooling can offer both practical and theoretical contributions in considering education policy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500741 |
| Database: | ERIC |
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| Abstract: | This article draws on infrastructure studies to examine how a newly built eco-school in rural Argentina furthers sustainability learning and action. We consider how infrastructures mediate the possibilities of schooling, including the physical building of the school itself and the region in which it is located, the objects, desks, technologies and so on within the school, and broader policy regimes through which education systems are constituted. Drawing on qualitative data, our analysis shows how the physical building of the rebuilt eco-school blurs divisions between the built and natural environment, how the building fosters particular affective and learning practices linked to sustainability, as well as how it is in tension at times with broader regimes of education governance. Amid growing recognition of the need to mobilise education to foster sustainability, we argue that greater attention to the infrastructures of schooling can offer both practical and theoretical contributions in considering education policy. |
|---|---|
| ISSN: | 0159-6306 1469-3739 |
| DOI: | 10.1080/01596306.2025.2483185 |
