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• W218657364 abstract "Place-Making as an Expression of Teaching and Learning: The Hilltop, Washington, D.C. Roy Strickland and Jean Riesman The infrastructure of cities is frozen policy: the undeniable physical trace of political decisions about invest- ment and disinvestment. Nowhere is this more obvious in America than in the physical and pedagogical condi- tion of public schools in poor, urban neighborhoods—particularly in com- munities of color. Whether measured by physical disrepair (antiquated buildings, unsafe playgrounds, short- ages of equipment and technology), or educational disappointments (low test scores, high dropout rates, poor prep- aration for a postindustrial economy), these schools often fall far short of democratic ideals for learning and community life, and are consequently condemned as “failed” institutions. Current efforts at urban school reform focus relentlessly on standard- ized testing and the struggle to build new facilities. However, money is lacking for both efforts: the former is mandated by the underfunded federal 2002 “No Child Left Behind” legisla- tion 1 ; the latter must rely on cash- strapped local and state governments. 2 Both strategies are also missing a crucial dimension: the potential to build working relationships among schools and the concentric rings of resources around them—not only within their immediate communities, but within a broader surrounding infrastructure of museums, parks, libraries, cultural centers, schools of higher education, and mentoring and employment opportunities. Architects, urban designers, and urban planners have a critical role to play in the reconstruction of urban public education. However, they must reframe the task to reach beyond the individual “failed” school build- ing. An evolving proposal for school design, educational reform, and com- munity development in a low-income African-American neighborhood in Washington, D.C., may serve as a promising model. Asked in 2003 by the District of Columbia Public Schools (DCPS) to revisit both the design and program for an historic, but closed, vocational high school in a section of North- east Washington, the University of Michigan’s New American School Design Project developed an expan- sive concept for a comprehensive pre- K through postsecondary educational campus fully integrated with its com- munity and firmly anchored to the District’s rich institutional resources. 3 In this model, public schools become crossing points in a web of commu- nity and institutional connections, strengthening the larger context for learning, and allowing the schools to serve as catalysts for urban revitaliza- tion and place-making. A Project’s Evolution The original target of NASDP’s inquiry was the Phelps Vocational High School, a once-venerable institution whose status had receded as its shops, equipment and training had become increasingly obsolescent. 4 For the last decade, NASDP has worked with schools and school systems across the country developing a number of pro- grams and design concepts that reflect “small school,” “career academy,” and “neighborhood for learning” initia- tives—as well as constructivist peda- gogy derived from ongoing cognitive research and learning theory. Out of this synthesis has emerged its “City of Learning” strategy. The City of Learning looks within the school for curricular and physi- cal change, but also beyond the school to the larger contexts of the cities in which they are located. Educators from John Dewey to Howard Gardner have identified such an approach as critical to educational success. 5 City of Learning stretches the effec- tive boundaries of the schoolyard to include active engagement with the immediate neighborhood and important institutions citywide, with significant implications for the pro- gramming and physical form of both schools and their surroundings. DCPS was initially very hospitable to the City of Learning conversa- tion about both site and pedagogy at Phelps. Although a set of educational specifications and space needs had already been developed by an archi- tecture firm as a basis for rebuilding its traditional vocational programs, the facilities director at DCPS saw an opportunity for a new mode of think- ing that went beyond the building’s footprint. The director of the district’s Office of Career and Technical Edu- cation and School-to-Career program also saw the potential to demonstrate a new educational prototype—one that might break down hidebound distinctions between “manual” and “intellectual” tracks, incorporate effective hands-on learning for all stu- dents, and initiate “career pathways” from the earliest grades. Rechristened the “Hilltop” as the City of Learn- ing analysis unfolded, Phelps’ larger site and its boundaries were eventu- ally renegotiated, as the potential for coordinating capital projects, com- prehensive curriculum development, and institutional and cross-agency relationships became apparent. NASDP found the physical out- lines of such an ambitious project already inscribed in the landscape. Phelps is one of an ensemble of four public schools built between 1930 and 1950 at the intersection of Benning Road (one of Washington’s major east-west connectors) and 26th Street (a cross-street connecting blocks of row houses and garden apartments to the site’s north and south). From Strickland and Riesman / Place-Making as an Expression" @default.
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• W218657364 title "Place-Making as an Expression of Teaching and Learning: The Hilltop, Washington, D.C. [Research and Debate]" @default.
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