Valeria de Jongh

Deschooling through Media is a thesis convocation, a manifesto thread, and a kit-of-parts that sponsors alternative learning experiences through digital + analog play. The project examines follows the transformative ways that digital technologies are dismantling and revolutionizing spaces of learning, especially in middle-to-late childhood. The goal of the convocation is to understand disrupt how education establishes systems of control and thought standardization (#deleuze+guattari). The thread facilitates calls for architecture that works in synchrony with (and sometimes in opposition to) media-delivery mechanisms in order to agitate academic archetypes. The kit-of-parts consists of an open-source set of deschoolization tools and methodologies that leverage the material and human capital available within existing schools. Together, this framework reclaims pedagogical autonomy by questioning how knowledge is acquired and valued (#stieglerand how academic building typologies shape subjects in control societies (#illich). Through small-scale assemblies and networked environments, the objective of the project is to (almost always) understand, (often) assist and (sometimes) limit media’s role in restructuring education.

The research produces a deschoolization toolkit at <>. The effectiveness of the toolkit is tested through the intense alteration of an existing k-5 school. By combining pedagogical media with materially-rich spatial scenarios, the resultant architecture simultaneously ‘deschools’ the building and (hopefully) creates a more engaging thing that subverts learning paradigms. Deschooling immediately requires the critical reconsideration of pedagogical practices and, over time, entails the drastic redesign of spaces of learning. Eventually, this toolkit could be re-deployed as an adaptable, crowdsourced system made accessible to architects, teachers, parents and students. Ultimately, Deschooling through Media is a platform through which a variety of players can collectively defy existing models for knowledge acquisition by using media architectures deliberately and mischievously.