By Juliet Sprake (auth.), Juliet Sprake (eds.)

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In this way, it could be argued that participants of tours can activate a concept of continuous change in –––––––––––––– 57 Rendell, Art and Architecture, p. 83. 58 Rendell, Art and Architecture, p. 82. I also note that this interest in the ruin is dominant in the gothic picturesque of the late18th Century. 59 Rendell, Art and Architecture, p. 82. 60 Rendell, Art and Architecture, pp. 81-82. , 1998, The Structure of the Ordinary: Form and Control in the Built Environment, Cambridge, Massachusetts/London: The MIT Press.

138 Edwards & Usher, Globalisation and Pedagogy, p. 162. 139 Edwards & Usher, Globalisation and Pedagogy, p. 162. 36 MOBILISED LEARNING environment and through the kind of learning and touring processes that may facilitate the weaving of this. ’ 141 In other words, ‘polycontextualisation’ relies on the creation of sites that may facilitate these relations rather than the cognitive ability to transfer knowledge, skills and understandings from one ‘contained’ context to another. I argue that the tour may engage multiple perspectives and voices in bringing about opportunities for weaving context.

2005, For Space, London/Thousand Oaks/New Delhi: Sage, p. 18. 89 Edwards, R. , 2000 (2008 edition), Globalisation and Pedagogy, London/New York: Routledge, pp. 15-34. 90 Edwards and Usher, Globalisation and Pedagogy, p. 154. 91 Edwards and Usher, Globalisation and Pedagogy, p. 154. 92 Edwards and Usher, Globalisation and Pedagogy (2008 edition), pp. 139 and 141. 93 Edwards and Usher, Globalisation and Pedagogy (2008 edition), p. 141. 22 PRODUCTIVE PARTICIPANTS me to thread together knowledge about experiences of occupation in two different countries during WWII.

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