Breaking the Framework: A Research-Based Inquiry into Institutional Architecture in Schools and Prisons
Authors
Hussein, Aja Khalid ; Omwanor, Alane Chayainne
Term
4. term
Education
Publication year
2025
Submitted on
2025-06-02
Pages
215
Abstract
Specialet undersøger, hvordan institutionsarkitektur i skoler og fængsler former menneskelig erfaring og adfærd, og hvordan sådanne indsigter kan omsættes til bedre læringsmiljøer. Med afsæt i en enaktiv forståelse af kognition stilles spørgsmålene: Hvilke arkitektoniske strategier forstærker institutionel kontrol? Hvordan kan design understøtte udvikling, autonomi og trivsel? Arbejdet er opdelt i tre dele: (1) en historisk og teoretisk analyse, der afdækker fælles oprindelser og strukturelle paralleller præget af institutionaliserings- og normaliseringsprocesser samt magtdynamikker; (2) en observationsanalyse af Horsens Statsfængsel og Randers Statsskole, der identificerer arkitektoniske og psykologiske aspekter kondenseret til et sæt designkriterier; og (3) en forskningsbaseret, børnecentreret designproces for den nye Stigsborg Skole i Aalborg, der kombinerer casestudier af skoletypologier, sted- og mikroklimaanalyser, vurderinger af indeklima, dagslys og energi samt en workshop med en 5. klasse. Metodisk anvendes en modificeret Integrated Design Process, suppleret med forskning, for at integrere rumlige, tekniske og menneskelige hensyn. Undersøgelsen påviser strukturelle paralleller mellem skoler og fængsler og omsætter dem til rumlige strategier, der søger at fremme børns nysgerrighed, selvstændighed og velbefindende. Resultatet er et holistisk, stedssensitivt forslag, der kombinerer traditionel og moderne skolearkitektur; siteanalyserne bygger primært på kommunens planmateriale fra 2017, og efterfølgende ændringer kan medføre afvigelser. Forslaget er tænkt som et eksemplarisk bud frem for en endelig løsning.
This thesis investigates how institutional architecture in schools and prisons shapes human experience and behavior, and how these insights can inform better learning environments. Grounded in an enactivist understanding of cognition, it asks: Which architectural strategies reinforce institutional control? How can design support development, autonomy, and well-being? The work proceeds in three parts: (1) a historical and theoretical analysis that traces shared origins and structural parallels shaped by institutionalization, normalization, and power dynamics; (2) an observational analysis of Horsens State Prison and Randers State School that identifies architectural and psychological aspects distilled into design criteria; and (3) a research-based, child-centered design process for the new Stigsborg School in Aalborg, combining case studies of school typologies, site and microclimate analyses, indoor climate, daylight and energy assessments, and a workshop with a fifth-grade class. Methodologically, a modified Integrated Design Process is augmented with research to integrate spatial, technical, and human considerations. The investigation reveals structural parallels between schools and prisons and translates them into spatial strategies aimed at fostering children’s curiosity, autonomy, and well-being. The outcome is a holistic, site-responsive proposal that combines traditional and modern educational typologies; site analyses primarily draw on the municipality’s 2017 plans, and later updates may entail variations. The proposal is presented as an illustrative example rather than a definitive solution.
[This abstract was generated with the help of AI]
Keywords
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