Acknowledgements
List of Figures
Abbreviations
Preface: From Dunbar to Henderson-Hopkins
Introduction: Why Henderson-Hopkins Matters
Chapter One: Baltimore and Its Schools
Chapter Two: Competing Visions for Middle East
Chapter Three: School as Anchor
Chapter Four: A New Park and a New School
Chapter Five: Between City and Classroom
List of Interviews
Bibliography
Index
Erkin Özay is an Assistant Professor of Architecture and Urban Design at University at Buffalo, The State University of New York. Özay’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. Özay 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 Özay
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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