Rhythmanalysis as methodology for understanding the social complexity of school spaces

This paper reports on Henri Lefebvre’s methodological approach of 'rhythmanalysis' as a productive tool to understand the complex social constructions school spaces. Schooling is founded relationships. These relationships exist in multi-directional and multi-layered ways between teachers, students, leadership, parents carers, local community, official Departments Education; but also education policy, curriculum, assessment regimes; material spaces schools such buildings, classrooms outdoor relations are multidimensional, characterised by movement. recent ethnographic study secondary suburban Melbourne, Australia that investigated socio-spatial shape teachers’ intercultural work at this school. nature across three domains - conceived, perceived lived space identifies kinds rhythms these produce. I argue enables researchers examine close detail mobile teachers' settings, may better inform situated curriculum policy development.