AcknowledgementsList of FiguresAbbreviationsPreface: From Dunbar to Henderson-HopkinsIntroduction: Why Henderson-Hopkins MattersChapter One: Baltimore and Its SchoolsChapter Two: Competing Visions for Middle EastChapter Three: School as AnchorChapter Four: A New Park and a New SchoolChapter Five: Between City and ClassroomList of InterviewsBibliographyIndex
Erkin OEzay is an Assistant Professor of Architecture and Urban Design at University at Buffalo, The State University of New York. OEzay's research is concerned with institutional and cooperative settings and their ability to serve as mediators against structural inequities affecting the lives of vulnerable urban communities. OEzay previously taught at the Harvard Graduate School of Design, University of Toronto, and Northeastern University. A registered architect in the United States, he also practiced with various international firms including Foster + Partners in London, UK and Hashim Sarkis Studios in Cambridge, Massachusetts, USA.
"Urban Renewal and School Reform in Baltimore: Rethinking
the 21st Century Public School offers valuable insight into
the powerful roles that schools and anchor institutions play in
place-based development and community building. Through his
depiction of the development of Baltimore's Henderson-Hopkins
School, Ozay deftly highlights the iterative and difficult process
of planning and development and the dynamic and often fraught
relationships between designers, developers, public officials and
communities. The story illustrates why any act of architecture or
planning should be grounded in an understanding of the community's
unique socioeconomic and physical context and the necessity of
engaging people in a meaningful, collaborative process anchored by
a collective vision and values."Anne-Marie Lubenau,
FAIA
Director of the Rudy Bruner Award for Urban Excellence at the
Bruner Foundation"Erkin Ozay's account of the
Baltimore Schools is truly masterful at many levels: at exposing
the importance of past reforms and their cumulative impact on
education today, at explicating the complexities, challenges and
benefits of the collaborative process in the programming and design
of educational facilities, and at conveying to its readers, in a
responsibly uplifting way, the crucial role that architecture plays
in enlivening education and democracy while it is being enlivened
by them."Hashim Sarkis,
Dean of the School of Architecture and Planning,
MIT"Urban design and urban politics are tightly
interwoven, and education often stands at the juncture of the two.
Erkin Ozay's Urban Renewal and School Reform in Baltimore is a
clear-headed, sensitive, and often poignant recounting of East
Baltimore's chequered attempts to leverage community renewal,
neighborhood reconstruction, and renewed neighborhood education in
the early 2000s. As distressed American cities continue their
struggle for more equitable and accessible public education, Ozay's
analysis of the Henderson-Hopkins school's challenging birth will
be a reassuring tale of institutional partnerships to some, a
cautionary tale of state-led gentrification to others. For all
readers concerned with the intersectionality of planning, design,
politics, and society in American cities, this is essential
reading."
Brent D. Ryan,
Associate Professor of Urban Design and Public Policy,
MIT"Urban Renewal and School Reform in
Baltimore is a clear and compelling exploration of
redevelopment efforts in East Baltimore. Erkin OEzay delves into
the evolving relationships between public schools and urban
neighborhoods, exposing a persistent gap between civic intentions
and community outcomes. A must-read for public officials,
designers, and anyone committed to equitable community development,
this book asks important questions about urban revitalization,
displacement, and whether market forces can be leveraged for the
benefit of distressed communities."
Terry Schwarz
Director, Kent State University's Cleveland Urban Design
Collaborative
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