A meeting with Sean and Fiona from the Information Access Group was very revealing regarding how much work is yet to be put into accessibility in the classroom environment. 

This conversation connected me to someone with lived experience working in a school with a lot of experience in managing children with behavioral challenges and learning difficulties. 

We then spoke through how she perceives the schools approach to ‘the classroom as a home for learning.’ Doveton’s school board sees their Berry Street Education Model; trauma informed teacher and students choice as a solid foundation. The structures that support this are enquiry based learning and their architectural innovation; mindfulness and curriculum overseeing this. Within is an “anything goes” approach she  identified; while focusing on architecture and resources the school has ignored the teacher need for support. 

As a result there is a high turnover of staff as they cannot cope with the pressure of assisting students with learning difficulties and behavioural consequences.

This initial linear mindset was visualised through discouraging feedback stamps along a line representing the stages between school to prison. While these stages are definitely present in the student experience, what was learnt here was that they are not interacted with Here is where the perspective on journey mapping shifted significantly.

Using a marker, the reductive nature of the linear journey map was demonstrated, by taking the audience through the organic, complex and overlapping journey of a student in this pipeline rather. The contrast between the solid middle line and the infinite loops depict the tension in this synthesising process using the journey mapping method.

The journey map then shifted from a line to a space, a prison cell. furniture represents the different stages and their measurements reflect the people or things that control the magnitude of that stage.

Representing this journey within a space allowed for the repetitive interaction between different touchpoints, demonstrated through another performance of mark making. This also allowed for mapping different students journeys that may begin and end in the same position but look different within.

Journey mapping within a space highlighted repetitive relationships in the pipeline that defined my area of focus between student misconduct and lowered expectations, dealt with through suspension.

While journey mapping the pipeline within a space was successful, this was still just a floor plan. G.UTS provided the opportunity to work with a physical space. The outcome here was a taped floor plan that used the gallery space to create an optical illusion of an A1 poster when viewed from the right perspective. ‘Right’ perspective is varied according to viewers height and position, the objective here being to find the ‘right’ position from which the viewer can see through the perspective of this research project.

Mark making on the glass completed this installation of the journey mapping process findings. These lines were a build up of attempts to achieve the ‘right’ perspective. The orange lines most proportionate to the floor plan required the eyes of someone else to be able to see the right perspective, just as this project has and will be informed by seeing from anothers perspective.