school [re]form negotiates our current system and learning spaces by analyzing the ways in which the Detroit Public School System, and more generally, U.S. inner-city public schools, currently address student trauma and healing within the classroom. Through continued research and the use of a networked approach, there is potential for a reformation of the public school system at the intersection of its curriculum and the spaces in which these teachings take place.
This thesis aims to imagine school futurities where feeling is represented and nurtured in space. Where a foundation of trust and care is fostered within the classroom, hallways, stairwells, cafeteria, auditorium, inside, outside, and every space in between. Where value is no longer determined by a number, but based on student comfortability, restoration, progression, and joy.