SCHOOL DESIGN FOR INDIGENOUS CULTURES
Information on the condition, design, and funding of school facilities for Native American, First Nations, Aborigine, and other indigenous cultures worldwide, compiled by the National Clearinghouse for Educational Facilities.
References to Books and Other Media
Sustainability Initiatives at the Tribal Colleges
Kuslikis, Al; Mitchell, Beau
(Second Nature, Feb 07, 2012)
Describes the efforts of the American Indian Higher Education Consortium and its Tribal College and University membership to actively engage in promoting sustainability both on their campuses and within the communities they serve.
Replacement and Repair of Indian Schools.
(Department of Health and Human Services, Catalog of Federal Domestic Assistance Item 15.062, Washington, DC, 2011)
The objective of this program is to provide safe, functional, code-compliant, economical, and energy-efficient education facilities for American Indian students attending Bureau of Indian Affairs owned or funded primary and secondary schools and/or residing in Bureau owned or funded dormitories. This document includes elegibility requirements, financial and administrative information, contacts, assistance considerations, and post assistance requirements. 5p
The Green School: Not a Dream Anymore.
Profiles The Green School in Bali, Indonesia. The idea behind the conceptualized school is that the students would learn in the open air surrounded by nature that they feed and care for. They learn to build with bamboo while studying for the British school exams. The center of the school, called the Heart of School, ranks as Asia’s largest bamboo building. This high school was built by the same people who made the local jail and the insane asylum, with the same materials. The school has attracted "green" housing, industry, and community growth.
Preparation of Low Cost Solutions for the School Construction Programme in Mozambique.
Graf, Gerhard; Marrufo, Antonio; Braehmig, Jochen
(Comportements and Authors, Lausanne, Switzerland , 2010)
Describes Mozambique's Plan for Education and Culture (PEEC), undertaken in 2006. One of the objectives of PEEC is to promote access to primary education through expansion of the school network. Therefore, it is envisaged that approximately 6000 classrooms be built including teacher houses and related infrastructure per year until 2015. The challenge is to find designs for nationwide application in Mozambique that allow low cost solutions and at the same time consider other methods to conventional construction. A flexible standard design concept with a basic durable and simple structure, which allows design variations for different local requirements is proposed. A crucial element for the design, applicable for all variations, is to clearly state the minimum standards for its function as a school building. The basic design of a classroom building, can be adapted by adding proposed design variations, for example glass windows, mosquito netting and electrical illumination for evening classes. The buildings can be upgraded to a rural secondary school. The flexible design options cover the various climatic conditions within Mozambique. The design also includes the option of rain water collection for locations with difficult geological conditions for boreholes. The architectural concept considers the use of locally available, low cost materials and offers solutions for sites with difficult access and environmental conditions. 10p.
Architectural Quality in Planning and Design of Schools: Current Issues with Focus on Developing Countries.
Knapp, Eberhard; Noschis, Kaj, eds.
(Comportements and Authors, Lausanne, Switzerland , 2010)
This volume contains the proceedings of the 13th Architecture & Behavior Colloquium, bringing. It brought together researchers, designers, consultants and decision makers on educational facilities. Representatives from countries in Africa, the Middle-East, Europe, and the United States took part. The eleven presentations included in the proceedings cover the following topics: 1) Research on the interrelation between the quality of educational facilities and students' learning performance; 2) Educational architecture that enhances learning and social processes: examples of successful design projects, and 3) Educational architecture in developing countries: standard designs vs. site-specific, individual designs. 108p.
Basic Education (Girls) Project (BEGP) in Laos People's Democratic Republic.
(Comportements and Authors, Lausanne, Switzerland , 2010)
Profiles this project by which 504 schools and 52 district education offices have been built in remote areas of Laos considered to be below the poverty line. The overall objective is general primary education by 2015 for children in Laos, providing access to at least five years of education for all children in the country. The project is enabling access to modern primary education for 75, 000 children. The communities were required to make some contributions to the construction of their schools. They were typically required to provide land for the site, fencing to surround the site, and to ensure the maintenance of the building. Involving the community in this way not only saves on costs, but also provides an important indicator of the commitment of the community to run and maintain the school, and it strengthens the sense of ownership. Also discussed is the simple module that serves as architectural basis for the school projects. The module's characteristics make it site-specifically adaptable in terms of number of modules and construction materials. 6p.
Indian Affairs Funded Schools in Poor Condition As Indicated by Facility Condition Index (FCI).
(U.S. Dept. of the Interior, Bureau of Indian Affairs, Washington, DC , Dec 31, 2009)
Lists 64 Bureau of Indian Affairs that are in poor condition, their facility condition index, and the estimated project cost to bring them to acceptable condition. 2p.
School Facilities: Physical Conditions in School Districts Receiving Impact Aid for Students Residing on Indian Lands.
Ashby, Cornelia M.; Dorn, Terrell G.
(US Government Accountability Office. Report to the Chairman, Committee on Indian Affairs, U.S. Senate. GAO-10-32 , Oct 2009)
The Department of Education's (Education) Impact Aid Program provides funding to school districts that are adversely impacted by a lack of local revenue because of the presence of federal land, which is exempt from local property taxes. Impact Aid can be used for school expenses, such as facilities and teacher salaries. In response to concern about school facility conditions and concern that these conditions can affect student outcomes, GAO was asked to describe (1) the physical condition of schools in districts receiving Impact Aid because of students residing on Indian lands and (2) what is known about how school facilities affect student outcomes. GAO interviewed federal, state, and local officials; analyzed available independent school facility assessment data for three states; visited eight school districts that receive Impact Aid; and analyzed studies examining the relationship between school facilities and student outcomes. 46p
$59.4 Million In Recovery Act Funding Available For Elementary And Secondary School Construction Projects At Federal Impact Aid Communities.
Rissetto, Christopher L.;Helland, Robert; Mehfoud, Kathleen: and Lacy, D. Patrick
(Reed Smith, Sep 09, 2009)
The Department of Education announced the availability of $59.4 million in grants under the Impact Aid Discretionary Construction Program funding for public elementary and secondary school facilities that enroll federally connected children, including children living on Indian lands. These projects fall in two areas: 1) emergency repair projects that address threats to the health and/or safety of students and staff, such as the need for upgraded fire alarm systems; 2) modernization projects that either help address enrollment concerns, such as the construction of new classrooms, or support educational programs, such as the construction of a science laboratory.
Preserving the Rich History of the Blackfeet Nation.
(SchoolFacilities.com, Orange, CA , Sep 08, 2009)
Profiles Montana's new Browning High School. The facility integrates Blackfeet Indian native culture into every aspect of the design, including the orientation of the main entrance facing the east, and a canopy resembling the shape of a tipi. The Sun, Moon, Big Dipper, Pleiades, and Morning Star are all honored in the buildings orientation and interior design. A circular seating pattern in the classrooms continue the Tribes tradition of storytelling and creates a more meaningful learning environment, improving curriculum, and teaching methods that support Blackfeet cultural ways in a modern society. 1p.
2009 Open Architecture Challenge: Classroom.
(Architecture for Humanity, Open Architecture Network, San Francisco, CA, 2009)
Presents over 300 school designs from teams made up of architects, students, and teachers, along with detail on the award winnders. The economical designs are intended developing and under-funded areas, with an emphasis on affordability, sustainability, and portable or modular construction.
Druk White Lotus School,
(DesignShare, Minneapolis, MN , 2009)
Profiles the award-winning Druk White Lotus School in Ladakh, India. The primary and secondary school is a model for green design, using local materials assembled by local craftsmen, and taking advantage of natural ventilation and abundant solar radiation. 3p.
School Construction Strategies for Universal Primary Education in Africa: Should Communities Be Empowered to Build Their Schools?
(World Bank Publications, Washington, DC , 2009)
Examines the scope of the infrastructure challenge in Sub-Saharan Africa and the constraints to scaling up at an affordable cost. It assesses the experiences of African countries with school planning, school facility designs, and construction techniques, procurement and implementation arrangements over the past thirty years. It reviews the roles of the various actors in the implementation process : central and deconcentrated administrations, local governments, agencies, social funds, NGOs, and local communities. The book draws lessons on promising approaches to enable African countries to scale up the facilities required to achieve the goal of complete quality primary education for all children at the lowest marginal cost. 288p.
References to Journal Articles
Building Blocks: Humanitarian Design and Schools.
Architectural Record; v199 n1 , p116-120,122 ; Jan 2011
Profiles simple schools constructed in developing, disaster-stricken, or otherwise challenged areas. These include a prototype two-room school facility built in many Haitian locations where the 2010 earthquake had destroyed existing schools, a secondary school in Burkina Faso, and Florida child care centers that serve migrant populations. Use of readily-obtainable materials, natural light and ventilation, and economy figure significantly in every facility.
Alternative Education Space in Mexico.
CELE Exchange; 2010/11 ; Nov 2010
Explores the architecture of Mexico's Red de Innovacion y Aprendizaje (RIA). This network of 42 (as of the end of 2010) education centers serves underprivileged communities. The buildings feature sustainable, modular, and minimal design, with many of the room dividers being made of translucent material, which enhances natural lighting.
Architype Review; v4 n3 ; Jul 2010
Profiles this South African early learning facility that consists of 2 classrooms, a kitchen, sanitary facilities, and an outdoor playground. The school is embedded in a "colorful landscape," in which adventure and curiosity are encouraged and serve as an experimental play-room for children to discover and conquer. A list of project participants, photographs, and plans accompany the text.
Dano Secondary School.
GreenSource; v5 n3 , p64-67 ; May-Jun 2010
Draws on traditional construction techniques in Burkina Faso, West Africa, to create natural ventilation in 100+ degree temperatures. Materials from the local environment provide many solutions.
School Construction News; Jan 28, 2010
QA Graphics installed its Energy Efficiency Education Dashboard at Chemawa Indian School, the oldest continuously operating boarding school in the United States. Displayed on a 19-inch monitor located in the boiler room, as well as online through a graphical user interface, the dashboard shows water flow, electricity and gas use in real-time with daily, weekly, monthly, and yearly statistics, allowing students and staff to closely monitor consumption.