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A Village School in the City? Urban transition and School Heritage

Author(s): Sarah J. M. May

Year: 2013

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Summary

Schools are a key component of urbanism, places where the regulatory apparatus of the state reaches into the lives of families. High density, busy, with ever shifting power politics creating spaces of fear and safety; creativity and control. In many ways they are hyper-urban. The establishment of Board Schools at the end of the 19th century in Britain coincides with the expansion of coastal cites such as Portsmouth. Throughout the 20th century ideology has been explicitly and publicly expressed through their architecture. But they are intensely intimate and personal spaces as well. School Managers, teachers, children and even parents rework and challenge the larger narratives the school was built for. This paper draws on a community heritage project designed to support change within two Portsmouth schools. It considers place making and memory to explore how the urban transition was experienced in this context.


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Cite this Record

A Village School in the City? Urban transition and School Heritage. Sarah J. M. May. Presented at Society for Historical Archaeology, Leicester, England, U.K. 2013 ( tDAR id: 428440)


Keywords

Temporal Keywords
1880's to 2012


Spatial Coverage

min long: -8.158; min lat: 49.955 ; max long: 1.749; max lat: 60.722 ;

Record Identifiers

PaperId(s): 371

Arizona State University The Andrew W. Mellon Foundation National Science Foundation National Endowment for the Humanities Society for American Archaeology Archaeological Institute of America