Designing for Equity and Justice: Lessons from Public Libraries Spaces

Carvalho, Cássio and Alegre, Alexandra and Heitor, Teresa (2024) Designing for Equity and Justice: Lessons from Public Libraries Spaces. In: P/References of Design. Cumulus conference proceedings series, 1 . Cumulus Association, Moholy-Nagy University of Art and Design Budapest, Budapest, pp. 1925-1940. ISBN 978-952-7549-03-5

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Abstract

How can the design of educational spaces be changed? How can new strategies be rethought, implemented and influenced to transform educational environments into more equitable and just spaces? In recent years, there has been a gradual reassessment of the design of educational environments to better align with the dynamic changes in contemporary society. The needs arising from the COVID-19 pandemic reinforced the need to renovate educational spaces. In this process, it has been crucial to critically reassess and challenge the paradigms that have governed the design of schools for the past two centuries, particularly in conventional classrooms. The meticulous arrangement of desks in a control grid, with students seated side by side and facing the teacher, reflects an outdated model that fails to meet current educational demands. In addition to schools, various institutions contribute to an urban network aimed at providing access to knowledge. Public and community libraries have undergone a notable transformation, shifting towards prioritizing education and cultivating positive learning experiences for their users. Some libraries serve as exemplars of innovative spatial restructuring and co-design processes, demonstrating the potential for reimagining them as dynamic programmatic spaces for diverse communities. This article analyses the evolving role of libraries in the contemporary world through three case studies: the Oodi Central Library in Helsinki (ALA Architects), the Rio de Janeiro Park Library (Architect Glauco Campello and be.bo.), and the Library of the Sichuan Fine Arts Institute (Tanghua Architect & Associates). The goal is to examine the strategies and methodologies employed in these projects and to extract practical examples of design decisions that have elevated these libraries beyond mere book repositories, turning them into social agents for interaction between information, knowledge and community. The conclusion emphasizes the emergent need to redefine educational spaces as places of memory and echoes of knowledge to dynamic hubs of circulation and knowledge creation. Public libraries are increasingly assuming a crucial role as community hubs, serving as social institutions that bring together people of all ages, backgrounds and intellectual perspectives. This paradigm shift should not only be reflected in the physical space but also in the collaborative processes that shape them. Similarly, school environments demand attention, with a growing urgency to integrate co-design practices that extend beyond the planning stages. Collective decision-making must encompass the definition of programs and guidelines prior to embarking on the design phase, ensuring that educational spaces truly meet the diverse needs and aspirations of their users.

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