Co-designing educational spaces: unveiling opportunities for empowered learnings in post-apartheid secondary school in South Africa
Paper in proceeding, 2024
understanding, over design exercises, to the base foundation of the self-management’s concept, the workshops yield significant outcomes. Two different designs: an architectural design of the co-created space, and a design of the system regulating the space between all its members, with a funding strategy, have been developed. The design proposal includes a self-managed space with four distinct areas, and three booklets to guide future initiatives. Challenges in the field, including cultural differences and logistical issues, were navigated with adaptability and effective communication. Despite these challenges, the students' resilience underscores the transformative potential of participatory research in fostering an empowering educational environment. This research contributes a unique perspective to the self-management discourse, emphasising a macro-level impact on students and their autonomy. The co-designed space provides a platform for experimentation and addresses resource deficiencies in the community. Overall, the study
unveils novel opportunities for collaborative educational initiatives, emphasising the importance of adaptability and meticulous planning in diverse contexts.
selfmanagement
education
Co-design
South Africa
Author
Naïna Dion-Barbin
Chalmers, Architecture and Civil Engineering
Shea Hagy
Chalmers, Architecture and Civil Engineering, Building Technology
Liane Thuvander
Chalmers, Architecture and Civil Engineering, Architectural theory and methods
IOP Conference Series: Earth and Environmental Science
17551307 (ISSN) 17551315 (eISSN)
Vol. 1363 012085online, ,
Driving Forces
Sustainable development
Subject Categories
Design
Architecture
Pedagogy
Learning and teaching
Pedagogical work
DOI
10.1088/1755-1315/1363/1/012118