چكيده به لاتين
Sistan-o-Baloochestan province is considered one of the least developed regions in Iran regarding the availability of educational and cultural resources. The tribal culture, poor gender equality, and misallocation of budget resources are among numerous factors that prevent female from education. In addition, tribal and religious differences, political climate, and managerial discriminations led to dissension and division in the population. The literature and prior observations suggest that resolution of the division could be achieved through inclusion of people in planning and execution of developmental projects.
Therefore, this research is focused on the participatory architecture-based planning for design of a female elementary school in Iranshahr, one of the largest cities in the province, to address the poor educational infrastructure, reduce the gender inequality, and rehabilitate the tribal division. We incorporated local students’ ideas in the form of paintings as a basis for participatory needs assessment. Then, we followed the coding and analysis procedures suggested in the literature. Our findings suggest that open spaces, graphic, and school furnishings are among the most important factors for participants. The results of this research have important contribution to the society in the sense that it leads to an increase in the education quality and a reduce in the tribal division. Furthermore, this research contributes to practitioners in the country through discussing the importance of the participatory architecture and identifying the appropriate methodologies.
