Verdsetting av brukermedvirkning ved utforming av skoleanlegg
DOI:
https://doi.org/10.5617/adno.1297Abstract
Ved planlegging av offentlige bygninger i Norge forutsettes det at brukerne medvirker i prosessen. Dette er forankret i lov- og avtaleverk og motiveres ved at brukerne innehar en kompetanse som er av betydning for byggenes funksjonalitet. I denne artikkelen vil jeg belyse brukermedvirkningsproblematikk i planleggingen av et skoleanlegg for videregående opplæring. Tilgjengelige plan- og byggesaksdokumenter i den aktuelle fylkeskommunens digitale og fysiske arkiver er blitt analysert. I referater fra brukermøtene fremmes det for eksempel ønsker fra brukerne om begrenset bruk av glass. Det ferdige skole-anlegget har imidlertid utstrakt bruk av innvendige glassvegger, men det er ikke dokumentert diskusjoner knyttet til bestemmelsen av dette. Et profesjons- og maktperspektiv er relevant for å forstå hva som blir verdsatt, og hvilke strukt-urer og mekanismer som har påvirket planleggingsprosessen. De sentrale aktørgruppene er skoleeier og representantene for lærer- og arkitekt-profesjonen. Omfattende bruk av innvendig glass i skoleanlegget tolker jeg som et kompromiss mellom skoleeiers ønske om åpenhet og kontroll, lærernes ønske om mindre støy og arkitektens ønske om å skape romfølelse og visuelle siktlinjer.
Abstract
When planning public buildings in Norway, it is expected that users are involved in the process. This is grounded in legislation and agreements, and motivated by the idea that users have an expertise which is significant for the planning of the building’s functionality. The aim of this article is to investigate user participation in planning the school facilities for a secondary school. I have analyzed planning and building documents available in government records, digital and physical. In the reports from meetings with user groups, it is for example stated that users want to limit the use of glass. However, the completed school building has extensive use of glass dividing walls, but any discussions leading to this decision have not been documented. Using a profession and power perspective is relevant in order to understand what has been valued, and to understand the structures and mechanisms that have influenced the planning process. The main actors are school owners and representatives of the professions of teachers and architects. Extensive use of glass dividing walls inside the school building can be interpreted as a compromise between the wishes of school owners who want transparency and control, teachers who want less noise, and architects who want to create spaciousness and visual sightlines. Keywords: school facilities, user groups, glass walls, openness, transparency, control, teachers, architects
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