
Stephannie Fell (ed.); several authors
Journal issue; softcover
20.6 x 27 cm | 152 pp.
Spanish + English
This issue of ARQ sheds light on some of the past and future challenges of education. After the pandemic, many Latin American countries face increasing school dropout rates and widening gaps in learning experiences. In this context, it is essential to think of education as a decapsulated program, open to community needs, where design ensures diverse collectivities and public policy values the urban and civic contributions that educational establishments can make. It is about understanding students not just as users or clients, but as citizens. [Editorial extract]
Articles/essays by: Bader Albader; Claudia Torres, Hugo Mondragón, Guillermo Marini and Isidora Urrutia; Alejandra Celedón, Nicolás Navarrete and Felipe Pizarro; Nicolás Stutzin, Álvaro Benitez, Marcial Huneuss, and Ángela Ibáñez; Sol Pérez-Martínez; Felipe Diéguez | Works and Projects: Universidad de Los Andes Civic Center in Bogotá, Colombia(Cristián Undurraga + Konrad Brunner); Alianza Francesa School in Santiago, Chile (MasFernandez); Four Rural Schools in Araucanía, Chile (Rodrigo Duque Motta, Cristián Larraín and Matías Madsen); Portal Bosque Learning Center in La Barra, Uruguay (Diego Arraigada, Pedro Livni, Rafael Solano);
National Southwest Associated University Avant-Garde Bookstore in Mengzi, China (ZAO/standardarchitecture, Zhang Ke); Karreveld Secondary School and Sports Center in Brussels, Belgium (AgwA); INES Innovation Center in Concepción, Chile (Pezo von Ellrichshausen); “Absolute School” Thesis Project (Camila Osorio)
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Journal issue; softcover
20.6 x 27 cm | 152 pp.
Spanish + English
This issue of ARQ sheds light on some of the past and future challenges of education. After the pandemic, many Latin American countries face increasing school dropout rates and widening gaps in learning experiences. In this context, it is essential to think of education as a decapsulated program, open to community needs, where design ensures diverse collectivities and public policy values the urban and civic contributions that educational establishments can make. It is about understanding students not just as users or clients, but as citizens. [Editorial extract]
Articles/essays by: Bader Albader; Claudia Torres, Hugo Mondragón, Guillermo Marini and Isidora Urrutia; Alejandra Celedón, Nicolás Navarrete and Felipe Pizarro; Nicolás Stutzin, Álvaro Benitez, Marcial Huneuss, and Ángela Ibáñez; Sol Pérez-Martínez; Felipe Diéguez | Works and Projects: Universidad de Los Andes Civic Center in Bogotá, Colombia(Cristián Undurraga + Konrad Brunner); Alianza Francesa School in Santiago, Chile (MasFernandez); Four Rural Schools in Araucanía, Chile (Rodrigo Duque Motta, Cristián Larraín and Matías Madsen); Portal Bosque Learning Center in La Barra, Uruguay (Diego Arraigada, Pedro Livni, Rafael Solano);
National Southwest Associated University Avant-Garde Bookstore in Mengzi, China (ZAO/standardarchitecture, Zhang Ke); Karreveld Secondary School and Sports Center in Brussels, Belgium (AgwA); INES Innovation Center in Concepción, Chile (Pezo von Ellrichshausen); “Absolute School” Thesis Project (Camila Osorio)