Creating Space to Learn and Grow
How Spatial Strategies Can Support Children’s Learning and Development in Socioeconomically Segregated Neighbourhoods
F. Manshande (TU Delft - Architecture and the Built Environment)
C.E.L. Newton – Mentor (TU Delft - Spatial Planning and Strategy)
RJ Kleinhans – Mentor (TU Delft - Urban Studies)
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Abstract
This thesis explores the role of spatial planning in improving both access to and the quality of pedagogical learning environments in socioeconomically segregated neighbourhoods in The Hague, with the overarching aim of promoting systemic equity. It starts from the recognition that children in The Hague face substantial disparities in educational opportunities due to persistent socioeconomic segregation. These divisions not only limit access to high-quality learning environments but also reinforce cycles of inequality from an early age. While the connection between neighbourhood context and educational outcomes is increasingly acknowledged, integrated research and policy responses remain limited.
Adopting an interdisciplinary approach, the study combines theory, spatial analysis, and anecdotal evidence to examine how segregation shapes educational opportunity. It is structured around three phases: analyse, expose, and propose. The analyse phase develops a theoretical and spatial understanding of segregation in The Hague, tracing its origins and implications for children’s access to educational opportunities. The expose phase highlights lived experiences of growing up in segregated areas in The Hague, using theory, mapping, and socio-spatial analysis to bridge discourse and reality. The propose phase formulates a framework for intervention, outlining spatial and procedural objectives for improving learning environments. These objectives are synthesised into a structured set of strategic actions, intended as a practical and adaptable guide for evaluating and implementing improvements. The approach is inspired by the logic of a pattern language, though it does not follow it strictly.
To ground these strategies, the study includes neighbourhood zoom-ins of exemplary learning environments in The Hague that demonstrate the framework’s practical application. Together, the research reveals the systemic roots and spatial expressions of inequality in the urban landscape, offering planners and policymakers targeted strategies to mitigate segregation and foster more inclusive, enriching environments for all children.