VIRTUAL New Schools of Thought

Abstract

This study examined the interiors of community education locations in Nairobi, Kenya, and surrounding areas that provide services to refugee populations. “Interiors” were conceived broadly, encompassing exterior courtyards where craftspeople sold their goods, crowded training rooms where women learned to sew, field hospitals offering accessible prenatal care, and the unique context of an urban orphanage. Education was equally broadly defined, encompassing the development of craft skills, entrepreneurship training, and advocacy for mental and physical health. These broad categories reflect the timely need of design research that attends to interiors outside of the traditional scope as defined by Western ideals. The purpose of this study was to bring an awareness to the inclusive capabilities and transformative potential of interiors, while also celebrating these communities and their efforts to create better lives for some of the world’s most vulnerable populations. The study relied on visual methods of data collection and field notes, weaving together a narrative that highlighted these interiors and their significant roles within the refugee communities they serve. This research underscored the need for a reimagined understanding of interiors—one that embraces inclusivity and recognizes the diverse contexts in which they function. By attending to the interplay between design, education, and community, this study revealed interiors as more than static designed space, but rather as active facilitators of empowerment. As design research continues to evolve, these findings advocate for an expanded framework of interiors and in so doing this study hopes to inspire further design research that prioritizes inclusivity.