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Due to the short life cycle of domestic buildings in Tokyo and the fragmented planning system, void space perforates the city. In rural Japan, progressive schools utilise project-based learning as a student-led alternative to standardised testing. The teachers of these schools, known as Children's Village Schools, are generally under the impression that such institutions could not operate in the city; their curricula require a level of spatial freedom that they believe cannot be achieved in Tokyo.
In researching Void Pedagogy, I studied the intersection of these topics, and endeavoured to reveal the potential therein. I proposed that void space may be formally adapted for educational purposes: a de-centralised and regenerative school which encourages spatial freedom and project-based learning in Tokyo, inviting the Children's Village into the city.