Ola Uduku – författare

With a key UN Sustainable Development Goal for 2030 being to make basic education available to all the world’s children, Learning Spaces in Africa explores the architectural, socio-political and economic policy factors that have contributed to school design, the main spaces for education and learning in Africa. It traces the development of school building design, focusing on Western and Southern Africa, from its emergence in the 19th century to the present day. Uduku’s analysis draws attention to the past historic links of schools to development processes, from their early 19th century missionary origins to their re-emergence as development hubs in the 21st century. Learning Spaces in Africa uses this research as a basis to suggest fundamental changes to basic education, which respond to new technological advances, and constituencies in learning. Illustrated case studies describe the use of tablets in refugee community schools, "hole-in-the wall" learning and shared school-community learning spaces. This book will be beneficial for students, academics and those interested in the history of educational architecture and its effect on social development, particularly in Africa and with relevance to countries elsewhere in the emerging world.

Research on gated communities is moving away from the hard concept of a 'gated community' to the more fluid one of urban gating. The latter allows communities to be viewed through a new lens of soft boundaries, modern communication and networks of influence.The book, written by an international team of experts, builds on the research of Bagaeen and Uduku’s previous edited publication, Gated Communities (Routledge 2010) and relates recent events to trends in urban research, showing how the discussion has moved from privatised to newly collectivised spaces, which have been the focal point for events such as the Occupy London movement and the Arab Spring.Communities are now more mobilised and connected than ever, and Beyond Gated Communities shows how neighbourhoods can become part of a global network beyond their own gates. With chapters on Australia, Canada, Europe, South America, Asia, Africa and the Middle East, this is a truly international resource for scholars and students of urban studies interested in this dynamic, growing area of research.

Research on gated communities is moving away from the hard concept of a 'gated community' to the more fluid one of urban gating. The latter allows communities to be viewed through a new lens of soft boundaries, modern communication and networks of influence.The book, written by an international team of experts, builds on the research of Bagaeen and Uduku’s previous edited publication, Gated Communities (Routledge 2010) and relates recent events to trends in urban research, showing how the discussion has moved from privatised to newly collectivised spaces, which have been the focal point for events such as the Occupy London movement and the Arab Spring.Communities are now more mobilised and connected than ever, and Beyond Gated Communities shows how neighbourhoods can become part of a global network beyond their own gates. With chapters on Australia, Canada, Europe, South America, Asia, Africa and the Middle East, this is a truly international resource for scholars and students of urban studies interested in this dynamic, growing area of research.

Gated Communities provides a historic, socio-political and contemporary cultural perspective of gated communities. In doing so it offers a different lens through which to view the historical vernacular background of this now global phenomenon. The book presents a collection of new writing on the issue by an international and interdisciplinary group of contributors. The authors review current thinking on gated communities and consider the sustainability issues that these contemporary 'lifestyle' communities raise. The authors argue that there are links that can be drawn between the historic gated homesteads and cities, found in much of the world, and today's Western-style secure complexes. Global examples of gated communities, and their historical context, are presented throughout the book. The authors also comment on how sustainability issues have impacted on these communities. The book concludes by considering how the historic measures up with the contemporary in terms of sustainability function, and aesthetic.

The poor economic performance of some African countries since independence has been a major concern to both African leaders and policy makers. This volume, which draws together contributions from academics based in Africa and its diaspora, situates the continent within its historic and socio-political background: from the 1960s, the decade of independence, through to its development outlook as the new millennium unfolds. It examines a broad range of contemporary issues -- from development and culture to linguistics and is unique in identifying and examining issues that are common both to Africa and the diaspora.

The poor economic performance of some African countries since independence has been a major concern to both African leaders and policy makers. This volume, which draws together contributions from academics based in Africa and its diaspora, situates the continent within its historic and socio-political background: from the 1960s, the decade of independence, through to its development outlook as the new millennium unfolds. It examines a broad range of contemporary issues -- from development and culture to linguistics and is unique in identifying and examining issues that are common both to Africa and the diaspora.

With a key UN Sustainable Development Goal for 2030 being to make basic education available to all the world’s children, Learning Spaces in Africa explores the architectural, socio-political and economic policy factors that have contributed to school design, the main spaces for education and learning in Africa. It traces the development of school building design, focusing on Western and Southern Africa, from its emergence in the 19th century to the present day. Uduku’s analysis draws attention to the past historic links of schools to development processes, from their early 19th century missionary origins to their re-emergence as development hubs in the 21st century. Learning Spaces in Africa uses this research as a basis to suggest fundamental changes to basic education, which respond to new technological advances, and constituencies in learning. Illustrated case studies describe the use of tablets in refugee community schools, "hole-in-the wall" learning and shared school-community learning spaces. This book will be beneficial for students, academics and those interested in the history of educational architecture and its effect on social development, particularly in Africa and with relevance to countries elsewhere in the emerging world.

Gated Communities provides a historic, socio-political and contemporary cultural perspective of gated communities. In doing so it offers a different lens through which to view the historical vernacular background of this now global phenomenon. The book presents a collection of new writing on the issue by an international and interdisciplinary group of contributors. The authors review current thinking on gated communities and consider the sustainability issues that these contemporary 'lifestyle' communities raise. The authors argue that there are links that can be drawn between the historic gated homesteads and cities, found in much of the world, and today's Western-style secure complexes. Global examples of gated communities, and their historical context, are presented throughout the book. The authors also comment on how sustainability issues have impacted on these communities. The book concludes by considering how the historic measures up with the contemporary in terms of sustainability function, and aesthetic.

Learning Ecologies in Architecture explores how exemplary educational buildings actively shape, and are shaped by, their ecological contexts through processes of translation, research, innovation, and collaboration. These ecologies are not only environmental but encompass dynamic interactions between people, organisations, and material resources, to bring educational spaces into being. Good educational design has always extended beyond the boundaries of the building, fostering and addressing the individual learners in the classroom as well as the community and contexts that nurture them.The book is guided by two Senegalese projects that won the Aga Khan Award for Architecture (in 2019 and 2022 respectively): the Alioune Diop University Teaching and Research Unit designed by IDOM and the Kamanar Secondary School by Dawoffice. These projects exemplify architecture both as a process of civic engagement, where architects purposefully involve communities, and as an environmentally conscious and responsive endeavour, applying sustainability principles and process in resource-constrained contexts. By delving into these case studies, the book interrogates the legacy and philosophy of educational design, the critical debates and practices in relation to participatory architecture, and the intricacies of representation and materiality.The first section of the book examines the historical legacies and contexts of educational architecture, with an emphasis on Africa. It traces how the design and construction of university institutions have played a pivotal role in postcolonial nation-building and identity. This historic perspective provides a foundation for analysing contemporary efforts to further meaningful civic engagement in educational design. Several contributors critically assess the successes and limitations of civic engagement in architecture, exploring the work needed to ensure that translation, participation, and collaboration lead to meaningful change.With contributions by Jonathan Kplorla Agbeh, Christian Paul “Zigato” Agboada, Christian Benimana, Dawoffice, Katherine Dawson, Farrokh Derakhshani, Souleymane Bachir Diagne, Christian Hedrick, Anna Heringer, IDOM, Farhan Karim, Timothy Latim, Lesley Lokko, Tubi Otitooluwa, Deen Sharp, Mamadou Jean-Charles Tall, Justicia Tegyeka and Ola Uduku.