In its broadest sense, this research investigates how one should design the physical environment for the contemporary subject of the Digital Era. The ease and immediacy with which one can access the preponderance of information available through digital and electronic media has complicated the development and understanding of self-identity in popular culture, and by correlation how one engages with society. The significance of the public institution as a center for information exchange and civic engagement has diminished in favor of new media , which has become a staple at home and is trending increasingly mobile.

While architectural investigations of the past two decades contemplate the formal possibilities of digital technology and the affects of new media on physical objects, few architectural proposals consider how the proliferation of these media and technologies directly affect the subject in society. This project rethinks the design of the contemporary upper school as a model for considering the affects of new media on individual and community interaction, the dissemination of information and the evolution (dissolution?) of public institutions.

This thesis challenges contemporary formulations of identity and societal engagement in an age increasingly dominated by the proliferation of digital and electronic information and interaction through the proposition of an architecture which fosters critical awareness of the (re)presentations of actuality in new media and directs critical engagement between the new subject of the digital era and the public sphere.

My complete thesis preparation document can be viewed here: Rethinking the Contemporary School

Thursday, March 5, 2009

Schools and Neighborhood Development Policies

In DC many families do not have access to high quality schools and public schools are weak in all but the most affluent neighborhoods.

A policy report suggests in order to reverse the declining enrollment in public schools and attract new students, the city must strategically link education policy and investments with the development of affordable housing and neighborhoods to better serve the families already living their. Specifically, policies should
1. Target increased educational and out of school time investment to neighborhoods of greatest needs, where many families already live and do not have high quality school options;
2. move quickly to expand affordable housing in neighborhoods undergoing gentrification.

Recommendations for underserved neighborhoods:
1. Partner with local colleges and universities, cultural and professional organizations and non profits;
2. Build or renovate community centers, recreation facilities and playgrounds within or adjacent to school facilities;
3. Increase out of school program times;
4. Ensure neighborhood development plans include school improvement as a major component.

Condominiums dominate new housing construction and they haven't attracted families. Families facing displacement should be allowed to stay in their neighborhoods and allow their children to attend high quality schools.

More than half of DC public school children attend a school other than their in boundary school.

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