The demographic growth during the economic miracle has provided the whole Italian territory with a stock of permeable soils and green spaces, both widespread and pertinent to other facilities. School spaces regulations require that 2/3 of the lot area have to be open, seen as an extension of educational space and a catalyst for recreational activities among students: “2.0.2. The area not covered by the buildings must be adequately wooded, arranged in green, and equipped to allow a permanent performance, even outdoors, of educational and gymnastic-sports activities; the arrangement, provided in the project, shall be such as to allow its easy and appropriate maintenance.” DM 18.12.1975 The frustration of seeing uncared spaces in their town and poorly maintained and unusable school courtyards triggers more or less invasive practices of vandalism. Even areas of vegetation along the streets are often just cutouts of soil that suffer from the lack of maintenance and continuity with other open spaces that could make them usable. Starting from a case of research-action in a town in southern Sardinia, it is reasoned on the urges of modification of space by young people in practices of direct manipulation. The workshop presented a horticultural project in the underused school garden and the production of seed bombs to spread in unused permeable spaces around the town. Finding propositive occasions of manipulating the urban space can give children greater autonomy and awareness of their right to the city. Highlighting the relationship between the unheard voices of children and the mistreated voice of the non-human world could start a collaborative relationship for a necessary socio-ecological transition.
KEEP (OFF) THE GRASS! (Guerrilla) Gardening in schools as a practice of determination of the right to the city
Zucca, Valentina Rossella
2022-01-01
Abstract
The demographic growth during the economic miracle has provided the whole Italian territory with a stock of permeable soils and green spaces, both widespread and pertinent to other facilities. School spaces regulations require that 2/3 of the lot area have to be open, seen as an extension of educational space and a catalyst for recreational activities among students: “2.0.2. The area not covered by the buildings must be adequately wooded, arranged in green, and equipped to allow a permanent performance, even outdoors, of educational and gymnastic-sports activities; the arrangement, provided in the project, shall be such as to allow its easy and appropriate maintenance.” DM 18.12.1975 The frustration of seeing uncared spaces in their town and poorly maintained and unusable school courtyards triggers more or less invasive practices of vandalism. Even areas of vegetation along the streets are often just cutouts of soil that suffer from the lack of maintenance and continuity with other open spaces that could make them usable. Starting from a case of research-action in a town in southern Sardinia, it is reasoned on the urges of modification of space by young people in practices of direct manipulation. The workshop presented a horticultural project in the underused school garden and the production of seed bombs to spread in unused permeable spaces around the town. Finding propositive occasions of manipulating the urban space can give children greater autonomy and awareness of their right to the city. Highlighting the relationship between the unheard voices of children and the mistreated voice of the non-human world could start a collaborative relationship for a necessary socio-ecological transition.
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