How to give education back to the locals and the city (and more)?
Attempting to unveil the situation and context of the commodified and privatised public education through Multi-Academy Trust in Lambeth, the project introduces a localised and inclusive open school network for adult education in Lambeth.
The council-led network de-fortressifies the singularity of the academy citadel, by having six geometrically scattered foci under one institutional network with five-minute walk to each other, opens the educational facilities towards the city and the locals, potentially within the frame of National Educational Service (NES). Aiming to act both physically and socially, each spot consists of a common identifiable core with dependent surrounding structure according to the immediate urban context integrally. Functioning without fence or gates but with a 24hr-open ground plane, the network extends education into the city through civic engagement.
Opposing the private sector in academies by replacing it with an integrated trustee board, potentially links the authority with locals in a more grounded and sustainable way through inclusive community education. Negotiation between council and the network helps situate public space back into active community use and encourage multi-generational engagement, enhances citizenship to realise a Brixtonised educational system.
How to give education back to the locals and the city (and more)?
Can a Brixtonised education network become the agent for inclusive engagement?
The scanned area is read through layers of its physical structure, social structure, education, negotiation and agents between institutions, includes varying scales from fence to catchment areas.
By engaging locally with the situations, barriers and negotiations exists in different forms along the spectrum.
Situation: Ark Evelyn Grace Academy (Access Denied)
What if educational institution does not merely present in the city but catalyses engagement physically, will a network make it transformative in urban scale?
The geometrically scattered six points construct a Venn diagram of inclusive education, introduces a Brixtonised network.
The core forms the commonality of the system, while the attached structure animates the territory of each particular spots differently, depending on individual urban contexts.
Users are able to create educational events under an institutionalised situation, which is the open school network, enhances local and inclusive engagement.
