The influence of the community on the architecture of learning spaces: the rethink of a rural primary school.

Abstract

South Africa continues to face a skills paradox whereby there are extreme shortages of skills and high unemployment rates. It is argued that, in addition to weak government policies, poor finance, segregation, corruption and rapid population growth, the design of schools has actually inhibited the potentiality of education, especially in rural contexts. This study focuses on the influence of community in the learning space design of rural primary schools. This includes an inquiry into the role of architecture in alternative pedagogies and education for sustainability. The literature review, in the form of educational, social, and architectural theories, interrogate the possibilities of enhancing the teaching and learning environment through experience of place. Existing primary schools in Rural KZN do not take advantage of the power of the collective and place-based knowledge systems. The research defines the principles for a spatial rethink of a rural primary school in rural KZN that aims to extend the conventional learning experience beyond the confines of constructed classroom spaces to the broader context of learning in place. The research problem and questions required a mixed approach a qualitative study critically reviewed theoretical and conceptual positions in the context of this socially related research, while quantitative research included interview schedules and questionnaires. This study is focused on what architectural contribution can be made to existing learning environments by integrating community influence within primary schools. In pursuit of quality education in rural communities, alternative methods of teaching and learning that use the community influence is explored.