Reimagining Education: Alienation to Empowerment
This master's thesis demonstrates how a democratic approach to education can address the challenges faced by immigrant children in Germany and facilitate their integration. It examines three pedagogical theories: Democratic Education, Environment-Based Teaching, and Reggio Emilia-inspired ‘Children’s Spaces,’ analysing their potential to create an inclusive educational environment.
Ethnographic studies and theory-based design explorations highlight struggles such as alienation and discrimination among immigrant children. The research identifies a hidden curriculum of assimilation in traditional public schools and thus proposes reforming the public school curriculum. The Georgius-Agricola Gymnasium in Chemnitz serves as a case study for implementing a new model that promotes integration and incorporates anti-bullying design strategies.
Key design interventions include quiet study areas, specialised classrooms, collaborative commons, a conversation pit, and an eco-civic learning centre. Attention to lighting, visibility, and materiality ensures comfort and adaptability, addressing specific challenges in academic settings. These features recognise and encourage children's agency in shaping their learning environments, challenging traditional hierarchical structures.
Outdoor facilities are also added to foster civic engagement and active citizenship, providing a space for immigrants and locals to connect. The thesis emphasises integrating democratic teaching methods and environment-based pedagogy into school infrastructure and curriculum, envisioning an educational environment that empowers all students to thrive and engage positively with their community.
