Abstract

This research-creation thesis examines the concept of learning space as a means of addressing liminality in both “learning" and "spatiality,” contrasting with the idea of a systematic, static, built enclosure. Recent research on educational spaces primarily reflects Western academic discourse, overlooking the fact that modern schooling models and their spatial concepts represent, for Indigenous peoples and other communities, a continuation of colonial legacies. By examining Indigenous (Amazigh) perspectives on space and learning, and using weaving as a pedagogical tool, the creative component accompanying the thesis provides an experimental foundation for a decolonial and dematerialized pedagogical space. It investigates the Amazigh concept of Asegmi (Indigenous education) and the transmission of Amazigh knowledge through weaving across homes and virtual spaces as a symbol of Indigenous educational sovereignty and resistance. It also presents Amazigh weaving as a spatial element that proposes an unstable logic that portrays the ambiguous relation between an individual's identity/knowledge and domestic/educational spaces in their solid form. This thesis unfolds as a series of theoretical explorations and experimentations which emphasize Indigenous ways of learning, non-architectural perspectives on learning spaces, and the introduction of a subverted virtual space that fosters the reimagining of Indigenous knowledge systems and practices.