How can an alternative route to knowledge recognition create inclusive and accessible education? Can architecture and spatial practice create relevant learning opportunities for informally living Syrians in Izmir, Turkey? There is an acute access gap to quality education for marginalized communities all over the world. The formally recognized ways of producing knowledge in traditional institutions are not able to reach all parts of society. There is a need to reimagine the way we value and create learning environments, to forge alternative paths of knowledge recognition for a socially inclusive education.This thesis situates itself within the context of Izmir, Turkey, where many Syrians are currently living informally, unable to benefit from formal support and education. This requires us to rethink our approach to pedagogic strategies of empowerment for adults in an informal way. Through a review of relevant literature by educational experts, global actors, thinkers, and activists, and proof of successful practice through case studies, this thesis argues that educational empowerment can happen through critical dialogue and a desire to act for change. It proposes that not only is it possible for architecture and spatial practice to create alternative paths to learning, but also that this might innovate education and create learning environments of high quality and real impact.The research results in an architectural proposal that aims to reconnect knowledge production to real life through spatial practice. The proposal intends to bridge informally acquired knowledge with formal recognition by addressing local issues in the living environment. The project proposes self-organized courses in which communities come together to build knowledge around a certain issue. This practice opens for a collaborative opportunity to take part in the democratic debate, questioning right of access to the knowledge economy and a better living environment.The thesis concludes that this approach has a potential to create alternative paths to knowledge recognition, but that it needs to happen in a collaboration with important actors; local communities, innovators, universities, industries, governments, and NGO’s. It also discusses the appropriateness of this approach and its potential drawbacks, but states that this conversation is important to have in order to imagine a future of empowerment and social inclusion.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-184187 |
| Date | January 2021 |
| Creators | Vonkavaara, Johan |
| Publisher | Umeå universitet, Arkitekthögskolan vid Umeå universitet |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf, application/pdf |
| Rights | info:eu-repo/semantics/openAccess, info:eu-repo/semantics/openAccess |
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