Cool Schools for Hot Suburbs
Dierkx, René (2002).
Eindhoven, The Netherlands: Bouwstenen Publicatieburo; 269 pages. $NPL. ISBN 190-6814567-3.
In the most ambitious doctoral dissertation either reviewer has ever seen, René Dierkx undertakes an extremely detailed and comprehensive study of the current problems facing primary education in Nairobi and develops alternative models for economically viable, sustainable and environmentally sensitive schools.
Though written as a dissertation for critique by an academic architectural design doctoral committee in the Netherlands, architects and educators interested in African education and school facility design in general will find this exhaustive dissertation helpful. Those interested in the process of translating cultural values (including sustainability) into architectural design determinants for education will find the section on school development models most useful and thoroughly articulated for African values. The method of cultural value extrapolation is useful for any stakeholder seeking to translate cultural context into the design of learning environments.
René Johny Dierkx first studied mechanical engineering before developing an interest in alternative energy systems as well as graphic and spatial design. This combination of interests led him into the field of architecture at Delft University where he received an MSc. in Architecture, Urban Design and Housing of Developing Countries. Dierkx has spent time in Africa, where he worked on community development projects and collected data on school conditions in Nairobi while writing articles for the Eindhoven University Peace Center. Currently he is carrying out research on educational facilities in conflict and post-conflict situations in the Great Lakes region of Africa.
Dierkx undertakes an extremely detailed and comprehensive study of the current problems facing primary education in Nairobi and develops alternative models for economically viable, environmentally and culturally sensitive, and sustainable schools. This sounds rather straightforward until one considers the present deplorable conditions for school children in Nairobi, the city’s escalating population growth, its economic forecast, and the politically-driven, culturally-based intransigence of Nairobi school development in Nairobi. Using detailed data to support his assumptions and assertions, the author skillfully lays the groundwork for his study, describes his methodology, discusses his findings and presents an inclusive model that is both economically sound and environmentally responsive.
Perhaps the most important contribution of the thesis is the suggestion that much of the work in improving the schools and even in building new ones can be done inexpensively by communities using models devised by Dierkx.
He offers a thorough review of the literature on sustainable development, education, technology, and architecture. For the empirical work on Nairobi schools, Dierkx uses several methods of data collection and analysis, including a survey, a design workshop with children, site visits, interviews, observation, video, and direct work with community groups, relying on qualitative and multivariate analyses. He made a documentary on the state of Nairobi’s schools, and carefully examined UNESCO, (UNESCO-Dakar World Education forum) UNICEF, World Bank and local political and economic reports in Kenya and elsewhere to build a foundation for his study.
This is not the kind of document one wants to skim. Some words, grammar and punctuation are lost in translation and keep the reader alert. Often the reader finds himself longing for anchoring- as in jazz improvisation that wanders too far afield. Nevertheless, each chapter recaptures its course and steadily assembles a sturdy foundation.
Coupled with the chapter on children’s developmental rights and the reiteration of Norbeerg-Schulz existentialistic philosophy, Gestalt’s laws of visual perception, the psychology of Piaget, Lynch’s spirit of place and Alexander’s pattern language, his best contribution is a set of original models that are formed from his literature search and the translation of his cultural data into architecture. He illustrates and describes the symbolic meaning of several models appropriate for Africa.
These models reflect tribal values of harmony between man and nature, and describe materials that are indigenous to Africa. Most of the proposed school models are not rectilinear forms, but rather provide circular configurations and axes reminiscent of school and building plans of Native Americans. Could it be all school planners need to look at more primitive or indigenous cultures’ “at-one-ment” with nature in master planning for a more healthful way to live and accommodate the educational process for children, on every continent?
There are no other works like this dissertation. Neither the Council for Educational Facilities International nor UNICEF has produced anything as inclusive as this report. The extensive data collection in this dissertation will be a valuable source for many years to come in applying these findings to African school planning, especially for Nairobi.
Reviewer Information
University of New Mexico
Anne Taylor received her Master’s and Doctoral degree in Arts Education from Arizona State University. While continuing her interests in the effects of the physical environment on learning and behavior, she teaches school facility planning, research methodology and thesis preparation at the University of New Mexico. She has also developed a curriculum for teaching architecture and design to children to further their applied learning through design.
Useable Designs
Dwight Miller holds a doctorate in experimental psychology from the Ohio State University. He is currently involved in designing high performance, collaborative work environments and conducting research on the effects of environment has on behavior. Dr. Miller is the principal ergonomist at Useable Designs, a New Mexico-based consulting firm. He works with Dr. Anne Taylor in research and curriculum development.