How are educational landscapes in Switzerland designed and implemented to reduce educational disadvantage? Practices of shaping educational landscapes

Abstract

With the development of educational landscapes, there is hope for reducing educational inequality. However, findings from Germany indicate that the normative endorsement of educational landscapes is met with ambivalent designs and cooperative practices. Therefore, this article examines how educational landscapes in Switzerland are implemented to promote educational equity. For this purpose, qualitative interviews were conducted in German- and French-speaking Switzerland. The article identifies three practices embedded in the implementation and design of an educational landscape: institution-oriented, network-oriented, and resource-oriented practice.