BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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41. . Every community, rich or poor, urban or suburban, has astonishingly rich resources within it if we are prepared to recognize them, help citizens to organize them and put them to use. And every community has special local characteristics and inventories of unique physical inheritance on which to graft new proposals and to build. From an outside vantage point the barrios appear to be poor, and the people uneducated, with little hope of integration into the mainstream of careers and "upward mobility" in the city. But from the point of view of the barrio people themselves, education and skill development for children and adults alike is supremely important. They have therefore built schools through self-help and volunteer labour and materials, and volunteer teachers from the barrios run them with the aid of outside volunteers such as Peace Corps workers, using whatever local resources they can muster for curricula and workshop training, (l) At a more sophisticated level the parents of the school children attending the Human Resources Center in Pontiac,(2) discovered that they too had unique resources which conventional education left untapped. Once one sees beyond the fact that the barrios are crude and the Pontiac Human Resources Center is sophisticated, the parallels between the former and the latter are striking. 42. In Pontiac, as in the barrios, the citizens began the process of articulating local needs and resources in a spirit of revolt, and began working to implement identified objectives. The process began after the assassination of the famous black leader, Martin Luther King, in Memphis, Tennessee, in 1967. This incident sparked revolt in the black communities of several big U.S. industrial cities, including Pontiac. The general thrust was civil rights and neighborhood self-determination. In Pontiac the issue of a new school was seized. Quickly the community perceived that "education" meant a lot more than the construction of a school for children. If. education was to have an impact on increasing the quality of life in the community, it had to relate directly and meaningfully to particular issues in that community and not only to "national standards". And in identifying the particular issues, the citizens pointed out that the most important product of education is skill development, primarily related to employment and career opportunities as they exist in that particular 1) Freedom to Build, op.cit.; Charles Abrams, op.cit. 2) Margrit <strong>Kennedy</strong>, "From Individual Projects towards City-Wide Networks" Building for School and Community: III. United States, page 25 of the > present volume; also Larry Molloy, Community/School: Sharing the Space and the Action, Educational Facilities Laboratories Inc., New York, 1973. 158
HUMAN RESOURCES CENTER, PONTIAC, MICHIGAN Model with part of roof off ; note pedestrian street linking neighborhoods to city centre 159
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OECD BUILDING FOR SCHOOL AND COMMUN
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OECD PROGRAMME ON EDUCATIONAL BUILD
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PREFACE CONTENTS THE DEVELOPMENT OF
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strictly speaking a case study repo
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INTRODUCTION 1. Change and the deve
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different groups within the communi
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Congress passed the National Defens
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programs continued through the 1940
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36. There are now approximately 1 1
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Secretary of the Department of Heal
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53. All of these trends have combin
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INTRODUCTION CONTENT OF STUDY 1. Th
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is available on these projects, thi
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school to widen its uses to include
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In 1935 financial support for commu
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GLOSSARY OF TERMS 19. Mainly for th
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the study, depends largely on the a
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to the acceptability of uses. State
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Background Information THE PURPOSE-
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-P- -P- Center a) Dana P. Whitmer H
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4> C^ Table 5 ACHIEVEMENTS AND PROB
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Figure 1 PLAN OF DANA P. WHITMER HU
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Figure 2 PLAN OF THOMAS JEFFERSON J
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Figure 3 PLAN OF PAUL LAURENCE DUNB
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VJl 4> Figure 3 PLAN OF PAUL LAUREN
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came out was what the community wan
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social pressures and economic condi
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Figure 4 TEAM TEACHING ORGANISATION
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ut the ungraded home base system al
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Figure 6 SITE PLAN OF DANA P. WHITM
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however, at the seam between large
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Figure 8 DIAGRAM OF SPACE USAGE FOR
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agencies, but also an office for pa
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71. The author then proceeds to ana
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districts in the United States to t
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the inner city were changed to acco
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86. He organised marathon basketbal
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school, (the largest In New Jersey,
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Part Two CO-ORDINATION ON A CITY-WI
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was conducted, neither of these pla
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30% use empty schools for new purpo
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ORGANIC GROWTH OF THE COMMUNITY SCH
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"Almost without exception, the vari
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supermarket has proved to be an exc
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- working at a large enough scale;
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126. The list of projects dedicated
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and to specific measurable educatio
Page 101 and 102: ii) Problems and Barriers 133. Desc
Page 103 and 104: Figure 13 ORIGINAL PROPOSAL FOR A M
Page 105 and 106: open warehouse space into highly pe
Page 107 and 108: 107 PEB Secretariat
Page 109 and 110: parts of the community. He often co
Page 111 and 112: tion of new teachers; staff develop
Page 113 and 114: iii) produce a detailed planning pr
Page 115 and 116: problems associated with them. None
Page 117 and 118: 158. Even though the intention to d
Page 119 and 120: Figure 14 THE ORGANISATIONAL UNITS
Page 121 and 122: e) Examples of Cases Implemented 16
Page 123 and 124: - and the indoor recreation buildin
Page 125 and 126: Figure 16 FLOOR PLAN OF MACK SCHOOL
Page 127 and 128: Figure 17 FLOOR PLAN OF BRYANT SCHO
Page 129 and 130: of its curriculum, it also sets an
Page 131 and 132: Meeting to select new staff and str
Page 133 and 134: iii) in terms of process: - the pro
Page 135 and 136: BIBLIOGRAPHIC REFERENCES PUBLISHED
Page 137 and 138: Ann Arbor, Michigan CASE STUDY MATE
Page 139 and 140: "How to Get the New Jersey- High Sc
Page 141: Pontiac, Michigan "Whitmer Human Re
Page 145 and 146: INTRODUCTION 1. Co-ordination of sc
Page 147 and 148: student comes out of the educationa
Page 149 and 150: Part One INDICATIONS OF CHANGE Resu
Page 151: neighborhoods there at all, at leas
Page 155 and 156: 44. Such a design was somewhat exce
Page 157 and 158: assignments, etc.(l) Thus education
Page 159 and 160: 47. The remainder of this paper wil
Page 161 and 162: Part Two CO-ORDINATION OF FACILITIE
Page 163 and 164: 54. The impact on co-ordination was
Page 165 and 166: 59. Turned into a method, it is as
Page 167 and 168: citizens and users have been involv
Page 169 and 170: j) The planners and architects will
Page 171 and 172: GAME 1. Developing an Inventory The
Page 173 and 174: FIRST NEIGHBORHOOD CENTER, GANANDA
Page 175 and 176: Making Maps 69. Every community and
Page 177 and 178: Children Making Maps RE-USE OF THE
Page 179 and 180: ANN ARBOR, MICHIGAN Children and pa
Page 181 and 182: citizens to walk in off the street
Page 183 and 184: design. Two young people from the c
Page 185 and 186: 89. Gradually a design for the buil
Page 187 and 188: and representatives of the communit
Page 189 and 190: IX. Final Town Meeting. The followi
Page 191 and 192: III. Third day. Team executes desig
Page 193 and 194: user/needs are being properly met,
Page 195: 120. Perhaps the most radically new
Page 198 and 199: 125. The reasons for this growing c
Page 200 and 201: 134. But a new building (or even a
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