integral Human & Sustainable Developmental district
Brief Generation Z refers to the group of people born after the Millennial Generation. They are considered to be socially responsible because of greater access to information technology. As a result they are more aware of ecological issues and are more likely to take a “pro-active” stance towards the environment. A survey of nearly 50,000 teenagers from around the world today reveals that “74% of teens believe that global warming is a serious problem and are more concerned about it than any other issue including drugs, violence or war” (Greenpeace, 2007). And now that countries all over the world have signed the UN Convention on the Right of the Child, extraordinary changes have been made in rethinking the extent in which children have the right and responsibility to be involved in shaping their own future and the future of their communities. In this project, the Convention was used as a starting point to define certain obligations, goals and strategies for empowering urban poor children. An agenda that endorses the Convention will also comply with the goals of sustainable development. *The agenda that I found to be most relevant were Article 12, 13, 24 and 29 (for more detail please see thesis in portfolio) The purpose of this project is to focus on the social vulnerability of Klong Toey’s Generation Z and to consider the possibilities of self-empowerment by the cultivation of new skills brought about by a series of architectural interventions that ultimately leads to the invigeration of the community. The architecture addresses issue regarding the lack of play spaces in the community, the sub standard outdoor facilities of the neighbourhood schools, the environmental vulnerability of the slum communities infrastructures, the promotion of good environmental governance, and the cultivation of genuine skills for young people. The research methodology for this project was carried out in three ways; conventional research, outreach and real engagement with the local school children in the schools within the site. The thesis extensively documents my trail of research which was carried out to promote environmental education through participatory and child friendly practices. This year’s investication has provided me with valuable knowledge and led to further reflections upon the connection between environmental education, child participation in design and sustainable development. It is my hope that through a more meaningful participation, “critical aspect of childhood can be renewed, including children’s access and reshaping of the built environment” (Gaster, 1991; Perez and Hart, 1980).