Abstract
ABSTRACT If university students can do many of their activities anywhere, how do students decide what is best done at different locations? This paper introduces the concept of ‘epistemic placemaking’ as a capability to understand how to best equip and arrange places for knowledge work. Epistemic placemaking involves making choices based on the understanding of how where we work (study, learn, inquire, collaborate) affects what we do, feel and achieve. It involves finding, creating, furnishing and reconfiguring congenial places for learning. Epistemic placemaking is also about working with others to create an environment that realises aspirations for connection, community and wellbeing. Epistemic placemakers need to commit to values such as inclusion, equity and sustainability. We sketch some ways of supporting students to co-design and co-configure the places they need and suggest ideas to inform students’ (epistemic) placemaking, including understandings about the materiality of learning, socio-political influences, practices of care and repair, and wellbeing. We outline some foundations for a curriculum for epistemic placemaking in postdigital universities.
Published Version
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