Sydenham Street Revived: A Public Space Experiment

In 2015, the Sydenham Street Revived pop-up park project (SSR) transformed Sydenham Street between Princess and Queen Streets into a temporary pedestrian-only public space. The goal of the project was to test out the idea of permanently pedestrianizing this street section. But what did this urban experiment ultimately prove? Using video footage, photographs, and observations recorded before and during the project, this report analyzes the use of the space in order to evaluate the claim that SSR created a successful public space and to make recommendations for a permanent public space on Sydenham Street. Two research methods were used: quantitative data collection, consisting of headcounts of both pedestrians and stationary users of the space; and a qualitative observational survey, based on the criteria for successful public spaces developed by the Project for Public Spaces. Data collection occurred two days one week prior to the project, and two days during the project, on days that were similar in terms of temperature and weather. The research revealed that the SSR did create a successful public space, although additional research is needed in order to determine how the space would function as a public place throughout different seasons, to study the street closure’s impact on surrounding residents and businesses, and to understand how private commercial activity would influence use. Recommendations for a permanent public space on Sydenham Street include considerations for flexible street design and a continuous, barrier-free surface; ensuring that there is an abundance of places to sit; making opportunities for public and community-created art; and to improve walkability by connecting the grid using a mid-block walkway.

From Where Do We Teach? Potential Positions in Public Education

This thesis is a conceptual examination of the positions from which we teach in public education. As it is philosophical in nature, it takes no qualitative or quantitative data. It offers a review of selected relevant literature and an analysis of personal and professional experience, with the intent to pose critical questions about teaching and learning. The framework of this thesis represents the following contentions: First, from its inception, public schooling served capital by preparing skilled labour for emerging industrial markets. This history is the hegemonic shadow that hangs over public education today. Second, movements toward the standardization of funding, curriculum, and evaluation support the further commodification of public schooling. The “accountability” that standardization offers, the “back to basics” that it aims for, is counter to the potential that public education might critically inform citizens and seek social justice. Third, movements toward the privatization of public schooling under the guise of “choice” and “mobility”, brought on by manufactured crisis, serve only to widen socio-economic inequities as capitalist neoliberal interests seek profit in both the product of public schools and in schooling itself. If we recognize and understand the power of public education to inform vast numbers of citizens who will, in turn, either maintain or reform society, we must ask: What do we want public education to be? What are the effects of continuing down historically conventional and increasingly standardized paths? What do progressive pedagogies offer? How might teachers destandardize their pedagogy and pursue equitable opportunities for marginalized students? How might students name themselves and their world, that they might play a part in its reimagining? For whom do we teach, and under what conditions? From where do we teach, and why? For educators to ask these questions, and to employ what they discover, will necessitate taking substantial risks. It will necessitate taking a stand and cannot be done alone. Teachers must seek out the collaboration of their students. They must offer students the time and the space to find their own voices, to create their own selves, and to envision previously uncharted paths on which we might walk together.