Public education and its infrastructural discontents: a treatise on the state of schools featuring proposed spatial and pedagogical interventions Published with in otherwards, the imprint of Carnegie Mellon University.Rooted in Pittsburgh, Pennsylvania—where recent proposals for school closures and consolidations carry on existing processes of displacement, segregation and restructuring—after school attends to the material, political and social conditions of public education—and gestures toward the possibility of a school not yet here. Accompanying the exhibition at Carnegie Museum of Art, the book traces how infrastructures of learning are built, remembered, contested and reworked through both archival and contemporary reproductions of spatial propositions, installations, alternative playgrounds and curricular proposals. after school brings together a bevy of texts from architects, artists, educators, students and activists who reflect upon the state—and stakes—of public education. Together, the contributors consider the architectural, pedagogical and representational structures that shape how knowledge is created, shared, taught or withheld.

Public education and its infrastructural discontents: a treatise on the state of schools featuring proposed spatial and pedagogical interventions Published with in otherwards, the imprint of Carnegie Mellon University.Rooted in Pittsburgh, Pennsylvania—where recent proposals for school closures and consolidations carry on existing processes of displacement, segregation and restructuring—after school attends to the material, political and social conditions of public education—and gestures toward the possibility of a school not yet here. Accompanying the exhibition at Carnegie Museum of Art, the book traces how infrastructures of learning are built, remembered, contested and reworked through both archival and contemporary reproductions of spatial propositions, installations, alternative playgrounds and curricular proposals. after school brings together a bevy of texts from architects, artists, educators, students and activists who reflect upon the state—and stakes—of public education. Together, the contributors consider the architectural, pedagogical and representational structures that shape how knowledge is created, shared, taught or withheld.