Abstract:
One of the biggest factors contributing to the socio-economic disproportion in South Africa is unequal access to educational resources in respective
primary and secondary schools. The provisional discourse of educational resources clearly manifests within the spatial mitigation of schools in
Johannesburg’s Central Business District (CBD). The project addresses the disparity in educational resource provision by creating a new learning
landscape typology that provides educational resources to CBD schools and their school children. The conceptual application of “grafting” frames the
project methodology for a new learning landscape typology. The analysis of Johannesburg school typologies, through sketches, established contextually
appropriate spatial guidelines for the provision of educational resources. Programmatic principles were acquired through secondary data analysis of
relevant programmes and initiatives appertaining to the Johannesburg City Library (JCL). Despite the relevance of these programmes and initiatives in the
JCL, which are directed at educational resource provision for schoolchildren, the influential potential on the educational resource disproportion remains
underdeveloped. A new learning landscape typology will express isolated programmatic initiatives within the JCL by creating engaging spaces that
equalise the educational discourse in Johannesburg.
