BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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Background Information THE PURPOSE-BUILT SCHOOL AND COMMUNITY CENTER 28. In the 60's, one of the foremost social concerns in the United States was the desegregation issue. It had become apparent that single measures alone, aimed at improving housing, employment, education or any other sectoral problem for black minorities, were not going to succeed in alleviating the inner cities' blight and the exodus of white middle class towards suburbia. Thus it became a question of where to begin to tackle these complex problems in an adequately comprehensive manner. Education, being a particularly sensitive issue for a nation which stresses the right of every individual to equal opportunity, became one of the entry points. 29c Equally as important as "comprehensive planning" and "equal opportunity through education" was "citizen participation in the planning process". Earlier experiences with urban renewal programs in ghetto areas in the 60 ? s had shown that the middle class centralised planning bureaucracy served mainly middle and upper class values and interests, even where programs were aimed at alleviating problems in inner city ghettos and slums. The reaction against bureaucratic decision-making was that people began to insist on participating in the planning process. 30. In this time of high tension and raised expectations, three main educational and community centers were planned and built: a) the Dana P. Whitmer Human Resources Center, Pontiac, Michigan; b) the Thomas Jefferson Junior High School and Community Center, Arlington, Virginia; c) the Paul Laurence Dunbar Community High School, Baltimore, Maryland. All three centers came into existence because of the lack of adequate educational facilities in the first place and a lack of social services and community facilities in the second. They have been described in numerous publications. Tables 1 to 5, therefore, summarise in a brief and comparable form the available information and the results of two site visits of each center, in April 1974 and in January 1976. 31. Similar national and local preconditions led to the establishment of four goals for the co-ordination of school and community facilities in the 60 ! s: 40
i) to create equal opportunities for all races and social classes and thus further the racial and social integration mainly in urban areas; ii) to alleviate educational and social services deficits through a comprehensive planning process including the users; iii) to produce a new type of facility which would be better suited than traditional schools to serve as a focal point for community activities; iv) to enhance inter-agency co-operation and communication to alleviate duplication of services and to create missing links. 32. The following is an attempt to summarise which strategies were used to attain these goals and how they influenced programming and planning processes, co-operative models, educational content and teaching methods ology, architecture and urban design, and cost factors. Table 1 (showing the time needed for the planning and implementation of the three centers, the type of school planned and the number of pupils enrolled, the capital costs incurred, the areas provided and the types of use made of the facilities demonstrates the vast differences between these new centers and traditional schools (with standard programs and one purpose), and explains why new strategies had to be found for planning, organisation, implementation and use. Planning Processes 33. In the choice of strategies for the initial programming and planning processes, significant differences between the three centers can be found. Table 2 (Column 4) shows that seed money for the programming process was available in all three cases. This was an achievement in itself. The ways in which this money was used (Column 5) differ,, This difference not only influenced later administrative arrangements, services, uses and operating arrangements (Table 3, Columns 1-6), but also stated and observed achievements and problems today (Table 5, Columns 1-2) a) The Dana P. Whitmer Human Resources Center in Pontiac, Michigan (see Figure 1) 34. A petition signed by 300 parents, asking that the 69 year old McConnell Elementary School be replaced, gave the original impetus for Pontiac's new Human Resources Center (HRC). Pontiac's Board of Education and City Administration responded to the petition and to the need to replace half a dozen other inner city elementary schools by deciding that the schools needed more than just new buildings. 41
Page 1 and 2: OECD BUILDING FOR SCHOOL AND COMMUN
Page 3 and 4: OECD PROGRAMME ON EDUCATIONAL BUILD
Page 5: PREFACE CONTENTS THE DEVELOPMENT OF
Page 8 and 9: strictly speaking a case study repo
Page 11 and 12: INTRODUCTION 1. Change and the deve
Page 13 and 14: different groups within the communi
Page 15 and 16: Congress passed the National Defens
Page 17 and 18: programs continued through the 1940
Page 19 and 20: 36. There are now approximately 1 1
Page 21 and 22: Secretary of the Department of Heal
Page 23: 53. All of these trends have combin
Page 27 and 28: INTRODUCTION CONTENT OF STUDY 1. Th
Page 29 and 30: is available on these projects, thi
Page 31 and 32: school to widen its uses to include
Page 33 and 34: In 1935 financial support for commu
Page 35: GLOSSARY OF TERMS 19. Mainly for th
Page 38 and 39: the study, depends largely on the a
Page 40 and 41: to the acceptability of uses. State
Page 44 and 45: -P- -P- Center a) Dana P. Whitmer H
Page 46 and 47: 4> C^ Table 5 ACHIEVEMENTS AND PROB
Page 48 and 49: Figure 1 PLAN OF DANA P. WHITMER HU
Page 50 and 51: Figure 2 PLAN OF THOMAS JEFFERSON J
Page 52 and 53: Figure 3 PLAN OF PAUL LAURENCE DUNB
Page 54 and 55: VJl 4> Figure 3 PLAN OF PAUL LAUREN
Page 56 and 57: came out was what the community wan
Page 58 and 59: social pressures and economic condi
Page 60 and 61: Figure 4 TEAM TEACHING ORGANISATION
Page 62 and 63: ut the ungraded home base system al
Page 64 and 65: Figure 6 SITE PLAN OF DANA P. WHITM
Page 66 and 67: however, at the seam between large
Page 68 and 69: Figure 8 DIAGRAM OF SPACE USAGE FOR
Page 70 and 71: agencies, but also an office for pa
Page 72 and 73: 71. The author then proceeds to ana
Page 74 and 75: districts in the United States to t
Page 76 and 77: the inner city were changed to acco
Page 78 and 79: 86. He organised marathon basketbal
Page 80 and 81: school, (the largest In New Jersey,
Page 83 and 84: Part Two CO-ORDINATION ON A CITY-WI
Page 85 and 86: was conducted, neither of these pla
Page 87 and 88: 30% use empty schools for new purpo
Page 89 and 90: ORGANIC GROWTH OF THE COMMUNITY SCH
Page 91 and 92: "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
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ii) Problems and Barriers 133. Desc
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Figure 13 ORIGINAL PROPOSAL FOR A M
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open warehouse space into highly pe
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107 PEB Secretariat
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parts of the community. He often co
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tion of new teachers; staff develop
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iii) produce a detailed planning pr
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problems associated with them. None
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158. Even though the intention to d
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Figure 14 THE ORGANISATIONAL UNITS
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e) Examples of Cases Implemented 16
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- and the indoor recreation buildin
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Figure 16 FLOOR PLAN OF MACK SCHOOL
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Figure 17 FLOOR PLAN OF BRYANT SCHO
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of its curriculum, it also sets an
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Meeting to select new staff and str
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iii) in terms of process: - the pro
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BIBLIOGRAPHIC REFERENCES PUBLISHED
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Ann Arbor, Michigan CASE STUDY MATE
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"How to Get the New Jersey- High Sc
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Pontiac, Michigan "Whitmer Human Re
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INTRODUCTION 1. Co-ordination of sc
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student comes out of the educationa
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Part One INDICATIONS OF CHANGE Resu
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neighborhoods there at all, at leas
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HUMAN RESOURCES CENTER, PONTIAC, MI
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44. Such a design was somewhat exce
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assignments, etc.(l) Thus education
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47. The remainder of this paper wil
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Part Two CO-ORDINATION OF FACILITIE
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54. The impact on co-ordination was
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59. Turned into a method, it is as
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citizens and users have been involv
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j) The planners and architects will
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GAME 1. Developing an Inventory The
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FIRST NEIGHBORHOOD CENTER, GANANDA
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Making Maps 69. Every community and
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Children Making Maps RE-USE OF THE
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ANN ARBOR, MICHIGAN Children and pa
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citizens to walk in off the street
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design. Two young people from the c
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89. Gradually a design for the buil
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and representatives of the communit
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IX. Final Town Meeting. The followi
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III. Third day. Team executes desig
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user/needs are being properly met,
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120. Perhaps the most radically new
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125. The reasons for this growing c
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134. But a new building (or even a
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