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Involving the Users in School Planning

There is growing recognition among planners that schools should be integrated into the social, political, and economic fabric of community life. People increasingly ask, and in many cases demand, that new educational facilities be planned as community institutions to serve a fuller spectrum of human needs. This development is not due just to the growing militance of urban coalitions. Certainly, urban dwellers are clamoring for radical changes in school governance to insure their children's success. But other forces are at work, too. First, the community education movement is spreading at a tremendous rate. Second, the alienation of many young people is profoundly influencing our established patterns of authority and achievement. Finally, there has been a general demystification of the educational process-what it does and what it is supposed to do. In a way, we are back where we started, with schools being reorganized through the grassroots efforts of ordinary citizens interested in new ways of doing things. The philosophical basis for integrating schools into the community is that revitalizing the environmental conditions under which people learn and live will revitalize the social, economic, and political atmosphere of their lives. This implicitly suggests that schools be planned as part of an overall