Show Project InfoHide Project Info

Barkly House

Barkly House

Early Childhood Development Centre – Pedagogic Logic.

Pedagogy is a process of organizing the environment and people. Education is an intentional act. An African contemporary normative guideline was developed to foster liberal and educational practices.

Client: Nike

Project Team

ArchiCapeTown Team

Rahdia K. Parker, Garikai Nyakwangwa

The Art and Science of the Teaching Profession

Completed: February 2017

Client: Department of Transport and Public Works Education Western Cape, South Africa

Barkly House

Early Childhood Development Centre – Pedagogic Logic

January 2017

Pedagogy is a process of organizing the environment and people.

Education is an intentional act. An African contemporary normative guideline was developed to foster liberal and educational practices.  Normative standards for ECDC at the time were outdated and laced with autocratic prescriptions. Reaffirmation of an African contemporary architectural narrative was pursued.

To ensure environmental sustainability, local and natural materials were sourced and used. Traditional building methods incorporated with local labour.  The minimal new footprint was added as adaptive re-use of the building was intended to focus on ensuring reduced carbon footprints and increasing environmental sustainability maintained.  Natural lighting and ventilation were key functional efficiencies in support of pedagogy.

Barkly house was established in 1977 as a Learning Institution, originally housed in a temporary structure that by 2015 had been condemned for further use.

The identified new site for Barkly House had an existing building (30+ years old) which functioned as a Psychiatric health care clinic facility, located on the edge of a river and within close proximity to amenities and facilities within an established community was identified for adaptive re-use from health care to education. This existing building was derelict and left abandoned for several years making preservation and rehabilitation and significant challenge.

The adaptation of the building from health care to education began with the identification of common notions between its old and renewed functions.  Adaptive re-use included notions of surveillance, scaled grouped spaces, separated spaces and smaller spaces for gatherings.   Spatial adaptations of medical wards to classrooms, consultation spaces to play spaces and courtyards reinstated with walkways, cycle track and playgrounds.

This project illustrates the old traditional “house type” structures being translated into a contemporary arrangement of classrooms connected to playground courtyards directly from each classroom. Themes of design connection between inside and outside, building and environment, shelter and weather, safety and freedom, connection and interconnection are interpreted to convey pedagogic logic.