"An Educational Halfway House for Refugees in Istanbul"

MASTER THESIS

by Zuhal Kocan Supervisor - Leif Høgfeldt Hansen Aarhus School of Architecture Studio Context Spring 2015

TABLE OF CONTENTS

1

2

3

4

MOTIVATION

9

ASSIGNM E NT

11

PROJECT DESCRIPTION

13

STRATEGIES

14

CONT EXT

19

THE GLOBAL CONFLICT

23

THE CONTEXTUAL SITUATION

27

INTERVIEW WITH AN NGO

31

SIT E

33

THE CITY

36

THE BALAT QUARTER, HISTORY

39

URBAN FABRIC OF BALAT

40

SITE RATIONALE

51

THE MAHALLE CULTURE

53

THE GENTRIFICATION PROGRAMME

55

THE ABANDONMENT

57

INTERVIEW WITH LOCALS

59

SITE - CHOOSING THE MAHALLE

61

SURVEY

67

CLIMATE

68

SITE OVERVIEW

70

THE STREETSCAPE

75

THE 3 LEVELS

77

THE ARCHITECTURAL CHARACTER

79

P RO G RA M M E

81

PROGRAMMING THE EDUCATIONAL HALFWAY HOUSE

82

CHANGES ON SITE

86

ORGANISATION PRINCIPLES

90

APPENDIX

92

CV

99

“I used to have a dream, but it’s been blown away by the winds of this place. My dream was to go to university and study pharmacy. It was on my mind and in my heart, but it’s been reduced to ash.”

Heba, 17 years Homs, Syria 2014

MOTIVATION In 2013, I spent a year in Istanbul, where I had the opportunity to follow the Syrian refugee topic. My own observations in the city were the first reflections on a possible topic to my thesis project.

During my earlier research, I sourced an article about young people of the Syrian Civil War, with the headline “Education Interrupted”.

This headline raised a lot of questions.

“What are the consequences of an education getting ‘interrupted’?” ...

The development of a generation is strongly related to education.

Education is not only a basic human right, but also a tool for recovery. Therefore, the loss of an education is a lost generation.

And right now, about 5 million young lives are at risk of becoming a lost generation as a result of the Syrian Civil War. I revisited the questions again, this time in an architectural context;

Is it possible to “repair” the lost years of an education by creating a space for education in a new context? A space that would set the base of a new future and integration into a new society?

9

1 ASSIGNM E NT PROJECT DESCRIPTION POINT OF INTEREST THE PRINCIPLE PROGRAM USERS

STRATEGIES SOCIAL STRATEGIES SPATIAL STRATEGIES

11

half-way house

shelter

new society

PROJECT DESCRIPTION POINT OF INTEREST

The assignment has its starting point on the global issue, the Syrian Civil War, which has overwhelmed host communities with the refugee topic. The issue is tri-fold: Adding to the problem of integration there are issues of habitation as well as educating the new generation.

THE PRINCIPLE PROGRAM

My reflections on my topic of interest have encouraged me to design an “educational halfway house” for adolescent refugees in Istanbul, where the main focus is on link-education, integration & personal recovery.

The term “halfway house” is generally used for a space where people with social issues and traumatic experiences stay to recover.

The term “Educational Halfway House” defines my institution as a combination of a learning center and creative spaces, giving the opportunity for social integration and self-development.

The project is a proposal of the adaptation between the programme and the context in symbiosis with the urban fabric, the history and social values of the site. It also aims to discuss development of recreative spaces for urban refugees in the transitional stage between being a refugee and being a part of a new society.

USERS

I am particularly interested in refugee adolescents, a generation which has been deeply affected by war. They represent a generation on the cusp of becoming adults, and therefore the newest emerging part of society.

13

STRATEGIES SOCIAL STRATEGIES - the timeframe

I tried to define a timeframe around the state of fleeing and resettlement, which I divided into three transitional phases: past, present and future.

During this timeframe, a refugee goes through radical changes in his or her life; an interruption of the normal life rhythm. One of the facets of normal life that is interrupted is education, an essential process for selfdevelopment and social integration.

p a st Many refugee adolescents have experienced trauma, but the naivety and innocence of their age is a strength in relation to hope for a better future, given they are still in a state of development.

p re s e n t Adolescents are at an age where there is still time for development. To escape from one’s homeland indicates that one has left his / her social circles, home and memories that has been built over time.

f ut ure It is up to the adults’ ambitions and resources to create opportunities for a better future for children and young people. Their development both as a group and as individuals has however been interrupted; severed by war.

My intention is not to build a school but instead create a space for this difficult transitional period; treating alternative education as a tool for personal and social development to enable them to function and thrive in their new society.

15

SPATIAL STRATEGIES

- based on the analysis of the timeframe

h o m e l y fe e l i n g My intention is to design atmospheres in the different spatial situations to give the young people the space to distance themselves from traumatising memories.

c ro ss- c u l t u ra l e n c o un ters My goal is to create spaces where it is possible for new cross-cultural encounters, friendships and social circles to emerge. It will be the steps building up memories that will be important in creating a homely feeling.

l i n k- ed u c a t i o n My aim is to create spaces for link-education, geared towards weaving the children and young people into the fabric of society, and thus becoming a closer part of their new context whilst retaining their personal values.

17

2 CONT EXT THE GLOBAL CONFLICT THE SYRIAN CRISIS SYRIAN REFUGEES IN TURKEY

THE CONTEXTUAL SITUATION DEMOGRAPHICS ISTANBUL

THE EDUCATION RESPONSE FOR REFUGEES NON-GOVERNMENTAL PROGRAMMES THE GOVERNMENTAL PROGRAMME

INTERVIEW WITH AN NGO

19

TURKEY

SYRIA

1.718.000

FACTS

TURKEY CAPITAL LARGEST CITY OFFICIAL LANGUAGE GOVERNMENT POPULATION

Ankara Istanbul Turkish Unitary parliamentary constitutional republic 14,377,019

SYRIA CAPITAL

Damaskus

LARGEST CITY

Aleppo

OFFICIAL LANGUAGE

Arabic

GOVERNMENT POPULATION

Unitary dominant-party - semi-presidential republic 17,951,639

THE GLOBAL CONFLICT THE SYRIAN CRISIS

The Syrian Civil War is an ongoing armed conflict taking place in Syria. An estimated 9 million Syrians have fled their homes since the outbreak of civil war in March 2011, taking refuge in neighbouring countries or within Syria itself. According to the United Nations High Commissioner for Refugees (UNHCR), over almost 4 million have fled to Syria’s immediate neighbours Turkey, Lebanon, Jordan and Iraq.

6.5 million are internally displaced within Syria.

SYRIAN REFUGEES IN TURKEY

Turkey long-maintained an open border for fleeing Syrians, although that policy has changed somewhat as the crisis has grown.

In October 2011, the Government of Turkey declared a Temporary Protection regime for all Syrians, ensuring no forced return and no limit of duration of stay in Turkey. In April 2013, Turkey promulgated its first asylum law, the “Law on Foreigners and International Protection” regulating all proceedings for foreigners arriving in Turkey in need of international protection.

23

GLOBAL SITUATION

3.8 million

2.5 million 2.3 million

NUMBER OF REFUGEES

1.9 million

1.4 million

800,000 636,000

225,000 50,000 1,250 May 2011

2012

2013

2014

24

February 2015

CONTEXTUAL SITUATION

70%

Refugees registered

of the Syrian refugees live outside the camps

1.718.000

800.000

Turkey

Istanbul

Gender 50.8 %

30% of the Syrian refugees live inside the camps

49.2 %

Age 10.5 % 10.3 % 7.2 % 21.1 %

21.2 % 1.8 %

25

0-4 5 - 11 12 - 17 18 - 59 60 +

9.5 % 9.9 % 6.8 % 21.2 % 1.8 %

1

2

THE CONTEXTUAL SITUATION ISTANBUL

Istanbul is the largest city of Turkey with 5343 square kilometers and a population reaching 15 million. This makes the city the most dense as well as the capital of economics, culture and history in Turkey.

The fact that Syrians are under Temporary Protection by the Government of Turkey gives the refugees opportunity to stay in the country as temporary citizens. A requirement for them to stay is a valid residence permit, but many families are poor and cannot afford the costs. The situation is vulnerable; trying to make a living in a giant metropol and in a country which is underressourced, sets limitations. Additionally, there is also issues of being in the country illegally which makes Syrian refugees protective and therefore difficult to get in contact with.

The 5 settlement areas were found with help from NGOs:

1

3 2

4 5

1 BASAKSEHIR 2 SULUKULE 3 BALAT 4 KĂœCĂœKPAZAR 5 KUMKAPI 27

THE EDUCATION RESPONSE FOR REFUGEES NON-GOVERNMENTAL PROGRAMME

UNHCR will support NGOs to expand Child Friendly Spaces in municipalities hosting Syrian refugees, through which refugee children living in urban areas will be provided educational support in the form of catch-up classes, personal development of children programmes, and educational and instruction games.

In urban areas, UNICEF and other NGOs aims to establish several opportunities for education: by using the space in the Turkish schools, refurbishing existing schools, increasing the capacity of schools inside the camps to receive non-camp children, as well as by establishing new prefabricated schools targeting Syrian children, which could also benefit Turkish children in the future.

UNHCR and UNICEF will continue to support vocational training for adolescents and youth, curricular activities, language classes and ensure there are classes for children with disabilities in the schools, supporting these classes with material assistance, staffing and funding.

(From the Syria Regional Response plan, Turkey, 2014)

GOVERNMENTAL PROGRAMME

(From the Syria Regional Response plan, Turkey, 2014) The government of Turkey provides free education for Syrian refugee children aged 6-11.

High school and universities are not free of charge, but in 2013 the government made it possible for Syrian students to apply at Turkish universities without an exam.

29

Ad.dar (“home” in Arabic) is an all-volunteer, non-political, non-religious, multi-cultural community initiative established for Syrian and Syrian-Palestinian refugees living in Istanbul. Ad Dar’s international volunteers organize activities and classes, as well as various forms of practical, social, and emotional assistance for youths.

Ad.dar is unique in that the organization is explicitly apolitical and inclusive of all—completely regardless of sect or creed.

INTERVIEW WITH AN NGO AD.DAR CENTER A- A LEARNING CENTER FOR REFUGEE ADOLESCENTS

with Suzan Meryem Rosita Location: Taksim, Beyoglu, Istanbul 28th of February, 2015

- What kind of activities are you doing with the young people?

space where they can be themselves and where their parents trust

Suzan: “We are making different kind of excursions with the

us. They can try different things with us without having too many

young people. Some times we go out for a walk, or we go to the

borders in a safe environment and that means. There is a constant

library to read books together. It will be a project that we analyze

communication with their parents.

when we are back in class. We also make trips to museums, we do artwalks, where we visit different galleries and make a

We started our center with a young adult group - that’s what we call

summary of our experience. It’s very important for us to be active

them. We registered them and got residences for them. Some of

on that level. These activities are important because they make

them didn’t want to have residences.

the young people concentrate on other things than the war.

Everyone who meet the Syrians ask about the war, and it’s wrong.

- What is the age range ?

They don’t want to talk about the war, they want to embrace their

The boys are between 19-29 years old. And the girls are between 15

new life.

and 21. That is the age range we have.

- How do you motivate the young people?

- Are the adolescents separated in gender? How is their

Suzan: We teach them to see their life in Turkey as a great

communication with each other ?

opportunity to create a new life. It is specially an amazing

Suzan: No. This was a big problem in the beginning, because the

opportunity for the young women. Their “free space” is rapidly

girls are very very shy. We did a gender-equality workshop and it was

expanding. If you are making a social project, you should take

really cute. In the end, they got used to each other and the gender

this in account; they still need to have a safe space. So what

difference.

we try to do with our school or center is that we give them a safe

Note: The interview with a non-governmental organisation has been used as inspiration for further development of my spatial and social programme.

31

3 SIT E ISTANBUL THE CITY, ISTANBUL THE SEA, GOLDEN HORN THE DISTRICT, FATIH THE QUARTER, BALAT

BALAT QUARTER, HISTORY URBAN FABRIC OF BALAT SITE RATIONALE T H E M A H A L L E C U LT U R E THE GENTRIFICATION PROGRAMME THE ABANDONMENT

INTERVIEW SITE: CHOOSING THE MAHALLE SURVEY AMONG RESIDENTS

33

T HE SEA

EN

HO

RN

HO

EUROPEAN C O

SP

NT

BO

GO

IN

LD

EN

T

T H E CITY

RUS

ASIAN CONT INE NT

MARMARA

SE

A

ISTA N B U L

G OL D E N H OR N

Istanbul is the only city in the world that straddles two

The Golden Horn is a major urban

continents; Asia & Europe, which makes it a transcontinental

waterway and the primary inlet of the

city in Eurasia. It is the largest city in Turkey with a population

Bosphorus in Istanbul, Turkey. It is a

of almost 20 million.

estuary that joins Bosphorus Strait Sea of Marmara, forming the Historic

The city has been capital to 3 mayor empires; Roman,

Peninsula on the south.

Byzantine & Ottoman. Under the Roman Empire, the Historic Peninsula was built on 7 hills. Today, the major mosques of Istanbul creates the silhuettes of these 7 hills.

The city constitutes the country’s economic, cultural, and historical heart. Its commercial and historical center lies in Europe, while a third of its population lives in Asia.

36

CT

B

RI

T HE QUART E R

A

LA

T

HI

ST

ORI

C PENINSULA FA T

IH

DI

ST

T H E DIST RICT

FATIH

BA LAT

The Historic Peninsula is surround-

Balat borders to the coastline of the

ed by Golden H orn, the Bosphorus

Golden Horn in the Fatih district, in-

and the Marmara Sea. It is the first

between the neighbourhoods Fener

established and developed region

& Ayvansaray.

of Istanbul. It is also called “Old Istanbul”.

37

7

4 5

1

3

6

THE BALAT QUARTER, HISTORY

Balat is known as an old Jewish quarter, with a small Armenian population, dating back to the Byzantine period. Balat’s winding streets provided a meeting ground for navigators, seafarers, street vendors and porters. Following the earthquake of 1894 and a series of fires that affected not only the neighbourhood but whole city of Istanbul, the social structure of Balat underwent significant changes: The wealthiest section of the inhabitants left the district and moved to other areas in Istanbul. The emigration followed and one fourth of the population of Balat left for Israel after its establishment. After this time, the Jewish population was reduced to a minority in Balat, and a new wave of immigrants arrived from the rural areas in Turkey. The result was the transformation of the urban structure of Balat due to the heavy influx of newcomers, especially a further group of working class people who were attracted by job prospects and the rather low rent.

1

Imam Hatip Males Religious High School

2

Fethiye Primary School

3

Pammakaristos Church / Fethiye Mosque

4

Fener Park

5

Balat Park

6

Fener Greek Orthodoks Male High School

7

Ahrida Synagogue

39

>

1: 20 000

1 km

URBAN FABRIC OF BALAT

The urban structure of the district can be traced to the division

Balat is home to many important synagogues, churches

of plots following the fires that damaged the districts between

and mosques. The architecture indicates the multireligious,

the 16th and 19th century.

multietchnic and multicultural character of the area. The

N

historical layers create a patchworked streetscape and the The quarter is also known for its diversity in generations. The

topography creates mesmerising views towards Golden Horn.

educational institutions show that people at all ages live in the area, which makes the life among the mahalles vibrant and active.

40

Existing Buildings

Infrastructure

Educational Institutions

Religious sites

SITE RATIONALE 3 reasons for choosing the Balat quarter as a site

1

T H E M A H A L L E C U LTU R E

2

THE GENTRIFICATION PROGRAMME

3

THE ABANDONMENT

51

“Mahalle is an Arabic word, adopted into Turkish. It is an official administrative unit in many Middle Eastern countries. In the Ottoman Empire the mahalle was the smallest administrative entity of a neighbourhood�

1. TH E MAHALLE CULTURE THE CULTURAL CONCEPT

The “Mahalle” is a cultural concept synonymous with Turkish culture which explains an established micro community with strong neighbourly relations in a residential area. Based on the traditions of the Ottoman culture the ‘Mahalle’ differs from the common ‘neighborhood’ as it is reliant on administrative, social and geographical features, which aid in creating a rich and unique unit.

The Mahalle is a major influence on the development of identity, creating the conditions for social interaction in the local mosque, synagogue, church and the coffee house, depending of the etchnic makeup of the neighbourhood. These opportunities allow the

PRIVATE

/

PUBLIC SPACE

The Mahalle lies at the intersection of private family life and the public sphere, it is a space for everyday urban life in the contemporary city.

It is the space where everyone knows everyone else.

THE STREETSCAPE

A key characteristic of the Mahalle is the integration of exterior space as a transitionary space: the streets become an extension of the home, a place where neighbours and friends meet and children play.

53

2. T H E G E N T R I F I C A T I O N P R O G R A M M E THE TRANSFORMATION

In 2012, the government of Turkey implemented a civil rehabilitation program aimed at the gentrification of dilapidated areas, restoration of old structures and structural enhancement to reduce the risk of earthquake damage. Many historical areas such as Galata, Eminönü and Balat were incorporated in the gentrification programme; a transformation that would change the urban, social and typological fabric of these historical areas.

In Balat, 278 thousand square meters of residential space, boutique hotels and offices were proposed as a part of the gentrification program. Work did not proceed due to contradictions to the Fatih Municipal urban planning policy.

SOCIAL

&

EDUCATIONAL INITIATIVES

As a consequence of the gentrification programme, local community leaders established “Febayder” - a group designed to represent the local community and protect the moral rights of the people living in the neighbourhood of Balat. One of the groups intentions is to provide social activities and create new educational programmes for locals. The hopes of these programs is improve a sense of community within the area and to bridge the gap between existing and emerging cultures.

55

3. T H E A B A N D O N M E N T RUINS

When the Greek and Jewish population left the area in the 1940s and 60s, many of the buildings were left empty for years resulting in dilapidation of approximately 20% of the buildings in Balat. Many of these buildings now face total ruin.

LOW RENTS

The condition of the quarter and the fact that the gentrification program did not proceed keeps the residential rents on affordable prices for locals. Due to the low rents, it is also one of the preffered areas for Syrian refugees to settle.

MIXED COMMUNITIES The fact that Balat has extended its hospitality to a large number of different communities in its time as a result of various events in history, and the fact that many Syrian refugees prefer to settle in Balat draws parallel between my programme and the site.

TIMELINE 1492

Jews are forced to emigrate from Spain to Istanbul. Majority settles in Balat, Fener, Eminönü & Galata districts.

1660

Great fire of Ayazmakapi - Jews in Eminönü flees to Balat. Balat becomes a bigger jewish neighbourhood.

1940s

After the foundation of the State of Israel, the majority of jews in Balat move out. Balat gets abandoned and many buildings are inhabited.

1950s

The political incidents of 6-7 September between the Turkish Government and Greeks results in Greeks leaving Fener/Balat.

1960s

Incidents on Cyprus; Greeks lacking Turkish passports are expelled from Turkey.

- Inhabitants arriving from the Black Sea region and other rural areas in Turkey settle in the area in large numbers.

57

Archive photo : Men sitting and chatting next to a tea-stop in Balat.

Photo by Ara G端ler

INTERVIEW WITH LOCALS CONVERSATIONS ON THE MAHALLE CULTURE IN BALAT

with Hilmi Özüsadic, Faruk Sezer, Nihat Toksoylu Location: Fener/Balat, Fatih - Istanbul 12th of March, 2015

- How was the social life among the mahalles in Balat in the old days?

Faruk: “We lived closely with Greeks, Armenians and Jewish people. There were no discrimination at all - I remember myself growing up at our greek neighbours’ home. I can still smell the cookies they made and hear the ladies giggle at the tea time in the afternoon.”

- What has changed now?

Hilmi: “I could tell you whom my neighbours were for 40 years ago, but now I don’t know my neighbours any more. “ Nihat: “In our childhood, the buildings were all wooden houses.

The reason why we moved away from here was a part of the construction development of Istanbul during the 80s and 90s. New districts appeared, and we chose to move from our wooden family houses to start a living in the concrete apartment blocks. But no matter where we went, we have never found the same bond of friendship, as we did here in Balat. Only Faruk lives here today, and we are gathered here because of a funeral. It still feels like old days, when we meet.”

Nihat: “I live in Atasehir, but all my friends are from Balat. I never had the same kind of friendship in highschool nor at the university. “ - As a part of the growing population in Istanbul, the housing typologies appear mostly as tower blocks, where the neighbourly relations are almost non-existing. What do you think about this feature?

Nihat: “We are very much against it. I mean, we lived in a 4-storey family house, each storey consisting of 70 m2. We barely closed the main door, everyone was welcome.”

- Many minorities moved out of the area, but we still see the patchwork-culture in Balat. Do you see Syrian families around ?

Hilmi: “Yes, there are quite a lot. I have seen families of 15 living in a single room. Some of them walk around and beg for money in the neighbourhood. I have seen children and their families go around the mosques and public spaces to sell tissues and pens as well.

They try to make a living. It must be really difficult. I feel sorry for them and help them as much as I can. Many of them are muslims, so the muslims in the neigbourhood help them a lot.

-How do you experience the religions in the area? Are you still able to bump into christians and jewish people like in the old days?

Faruk: “There are still some few families who live in Fener and Balat, but not as many as in old days. The ones who stayed are the ones who didn’t have the chance to flee at the incidents of 6th, 7th of September1, I guess. Things change...“ 1

The Istanbul riots or “Events of September 6–7”, was organized mob attacks directed primarily at Istanbul’s Greek minority on 6–7 September 1955.

59

1

2 3

SITE: CHOOSING THE MAHALLE BALAT MAHALLESI 41o 1’48.37” N 28o 56’49.67” E

Balat Mahallesi is located 35 m above sea level. As mentioned in the site rationale and the reasons why I chose Balat as a site, the project aims to weave together exteriors and interiors, the public and the community.

Balat Mahallesi, which is the name of the mahalle where the site is located, has a vibrant micro-community ; Turkish and Syrian families are living closely together, and it is possible to see people from all generations benefit from the public areas of the site.

1

Imam Hatip Males Religious High School

2

Fethiye Primary School

3

Pammakaristos Church / Fethiye Mosque

61

SURVEY AMONG RESIDENTS The diagrams are a result of a survey made among 10 families of the “Balat Mahallesi�. These reflect the characteristics of the neighbourhood that are significant to the residents.

66

Architectural character of the area

Importance of the architectural character of the area

Religious sites Religious sitesbeing being in thenearby near

11.5%

Neighbour relations The neighbour relations

8.5 %

Educational institutions

7.5 %

8%

16.5 %

19.5 %

4.5 %

10.5 %

25.5 %

1

23.5 %

14 % 15 % 17.5 % 19 %

39 % Importance of the architectural character of the area

11.5%

The neighbour relations

Educational 16.5 %institutions Educational institutions being nearby being nearby Not important at all

Religious sites being in the near

38 %

8.5 %

Low cost living Low cost living

19.5 %

4.5 %

Important

11.5 %

17.5 %

48 %

38 % 20.5 %

48 %

46.5 %

49.5 %

Not important at all Not important Neither important nor unimportant Important Very important

67

15 10%

27 %

19 %

39 %

17.5 %

8.5 %

19.5 %

10.5 %

Very important 15 %

23.5 %

8.5 %

5%

Neither important nor 7.5 %unimportant

5%

4.5 %

Low Rents

14 %

Not important 8%

8%

Low rents 10.5 %

25.5 %

The 46.5 neighbour relation %

48 %

41 %

CLIMATE W I N D D I R E C T I O N D I S T R I B U T I O N S IN (%) N

Average / Year 41o 1’48.37” N 28o 56’49.67” E

NNW

NNE 18

NW

NE

16 14 12 10 8

WNW

ENE

6 4 2

W

E

WSW

ESE

SW

SE

SSW

SSE S

Wind directions

SUN PATH DIAGRAM Summer / Winther Path 41o 1’48.37” N 28o 56’49.67” E

N

330 320

340o

o

0o

10o 20o

o

30o

10o

310o

40o

20o

300o

50o

30o 40o

290

o

60o 50o

20

280o

6

60o

70o

70o

7

19

270o

80o

80o

8 18 W

90o

260o

90o

9

E

17 10

16 260o

15

14

13

12

100o

11

250o

110o

240o

120o 230o

130o 140o

220o 210o

150o 200o

160o 190o

180o

170o

S

68

June / Average Sun Path December / Average Sun Path

CLIMATE ZONES OF ISTANBUL

Oceanic Climate Humid Subtropical Climate Mediterranean Climate

AVERAGE TEMPERATURE

(C)

GRAPH FOR ISTANBUL

30 22 20

29

21

21

9 3

9 3

25

18

17

20 17

13

12 10

29 27

13

8

15 8

5

10 5

Average High Temp (C) Average Low Temp (C)

69

December

November

October

September

August

July

June

May

April

March

February

0 January

temperature (oc)

40

SITE OVERVIEW

b

V

ROAD SITE

B

V

HIGH SCHOOL

A V

a

V

PARKING LOT GREEN PASSAGE THE STREET

MOSQUE

70

URBAN FABRIC OF BALAT MAHALLESI

SEMI-PRIVATE GREEN SPACES

TOPOGRAPHY

PUBLIC GREEN PASSAGE

VOIDS

INFRASTRUCTURE

RESIDENTIAL

71

PARKING LOT

ABANDONED HOUSES

V View towards East from the existing parking lot.

THE STREETSCAPE

North-South view > Families living together in traditional, old Balat houses on the right. The street is narrow and feels semi-private. It is used for private parking and children are feeling safe about playing on the pavement. There is no active traffic and the environment is relatively silent compared to rest of Balat.

This is the highest point of the Balat Mahallasi Neighbourhood and we are able to get a glimpse of Golden Horn towards North-east.

Character: Parking, social activity, view

View towards North > Families living together in traditional, old Balat houses. The street is narrow and feels semi-private.

It is used for private parking and children are feeling safe about playing on the pavement. The traffic activity is minimal and the environment is relatively silent compared to rest of Balat.

This is the highest point of the Balat Mahallasi on eye level it’s possible to see Golden Horn towards North-East. In the end of the road, the site appears before the road turns around.

Character: Social activity, residential

1:500 N

75

PRINCIPLE SECTIONS

SITE

Section B-b

PARKING LOT

VOID

THE STREET

76

PUBLIC GREEN PASSAGE

ROAD

Section A-a

POINT OF INTEREST: THE 3 LEVELS

The street seen towards south

THE STREET

the inbetween space: This long passage with levels downwards south is located between street level on east, and pavement level on west.

Character: Wall, shadow, vegetation, cobblestones, bushes PUBLIC GREEN PASSAGE

the road is rarely busy which makes the residents comfortable with letting their children playing in the streets. It makes the streetscape lively and a temporary place to meet others.

ROAD

77

- narrow facades - cantilevered windows - spiral staircases - wrought iron - wooden, stone or brick

THE ARCHITECTURAL CHARACTER The architectural uniqueness of the districts can be traced from the religious buildings and the facades projecting a harmonious view because of the bow windows.

The height of buildings in the districts varies between one and four storeys.

Over half of the buildings date to the pre-1930 period and give the district its characteristic atmosphere.

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5 P RO G RA M M E PROGRAMMING THE EDUCATIONAL HALFWAY HOUSE FUNCTIONS SPATIAL CONCEPT CHANGES ON SITE ORGANIZATION PRINCIPLES SKETCHES

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SPATIAL CONCEPT

F LU ID B O U N DARIES & T RAN SITIO N S -“Spaces for link-education, geared towards weaving the adolescents into the fabric of society, and thus become a closer part of their new context while retaining their traditional values.”

- program, february 2015

PROGRAMMING THE EDUCATIONAL HALFWAY HOUSE

N ETWO R K ~the social web

PATCHWORKED USER GROUP

Religion Ethnicity Language Culture Gender

e rn rcl lea l ci to cia d o s e ne ew an of ed e t e a n cre to ed ne ial

no w

cle cir

1

82

lan

yp

tud ds

te up r err wa int ed nc e i r pe ex

re fo be

What do they have in common?

t los

c so

SPATIAL CONCEPT

F LU ID B O U N DARIES & T RAN SITIO N S -“Spaces for link-education, geared towards weaving the adolescents into the fabric of society, and thus become a closer part of their new context while retaining their traditional values.”

- program, february 2015

SPATIAL PROGRAMME 1.0 N ETWO RK ~the social web

PATCHWORKED USER GROUP

Religion

NEIGHBOURHOOD

INSTITUTION

I N T E RIO R S PAC E

EXT E RIO R S PAC E

Ethnicity

- link-education

- the neighbourhood as ressource

Language

- personal & collective development

- streetscape Culture Gender

I N - B ETW E E N S PAC E

- cultural exchange - new social & spatial boundaries

cle arn cir o le ial dt oc s ew an of ed ate ne e r c to ed e n e ne

- integration

1

no w

e rcl

83

library administrative

lan

yp

d stu

u ar err int dw ce en eri p ex

SPATIAL PROGRAMME 2.0

meditative spaces

l ci

cia

d pte

re fo be

What do they have in common?

o ts los

IN - B ETW E E N S PAC E

- cultural exchange - new social & spatial boundaries - integration

FUNCTIONS

SPATIAL PROGRAMME 2.0

meditative spaces

library administrative ATELIERS

digital lab

office

toilet facilities

toilet facilities

LEARNING SPACES

MULTIPURPOSED SPACES kitchen

DINING SPACE garden

EXTERIOR SPACES

park

meditative spaces

1500 m2

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INTERIOR

EXTERIOR

SPATIAL TYPOLOGIES

SPATIAL TYPOLOGIES

SPATIAL CONCEPT

The Private Space Few spaces will defined as private and isolated from the others. These spaces should provide for the need to be alone in terms of meditative spaces.

The Intersecting Space The activity areas should have visual and physical connection to each other in order to create open and welcoming spaces for its users and curiosity for newcomers.

The Private Space Few spaces will defined as private and isolated from the others. These spaces should provide for the need to be alone in terms of meditative spaces.

The Intersecting Space The activity areas should have visual and physical connection to each other in order to create open and welcoming spaces for its users and curiosity for newcomers.

The Transformable Space To increase the possibilities of activities with multiple users, some spaces can be transformed into bigger / smaller spaces with architectural additions.

The Transformable Space To increase the possibilities of activities with multiple users, some spaces can be transformed into bigger / smaller spaces with architectural additions.

USERS

USERS

USERS

100 students

gender 50/50

age range 13-21

20 25 x 54 teams

100 students

gender 50/50

age range 13-21

20 x 5 teams

In order to create opportunity for personal development the maximum student number is 100

To optimize internal integration, the group of users are 50/50 male and female.

The age range defines the group of adolescents who are on the cusp of becoming a part of society.

Equal numbers of students in fixed classes will set a structure to the education / activity programme

In order to create opportunity for personal development the maximum student number is 100

To optimize internal integration, the group of users are 50/50 male and female.

The age range defines the group of adolescents who are on the cusp of becoming a part of society.

Equal numbers of students in fixed classes will set a structure to the education / activity programme

85

CHANGES ON SITE REMOVING THE UNINHABITABLE

The site has 4 existing buildings that are uninhabitable. One of the buildings facing towards Golden Horn on the corner has been uninhabitable for decades due to its poor condition. The municipality has limited access around the building because of its

2

condition and danger of collapse.

The other three buildings that borders to

The fire that destroyed the three buildings on the site.

each other are currently uninhabitable because of a fire that occured in 2014.

The intention is to remove these buildings in order to program the building on the chosen site.

1 condition of the inner space

1 2 1 The building has been uninhabitable and has been closed by the municipal

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ADDING MORE GREEN

The intention is to minimize the existing parking lot where the northern part will be transformed into a green space. It is taken as an inspiration from an old map of Istanbul from 1929.

Bringing back these qualities will revitalize the neighbourhood.

a part of the wall still exists today

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INITIAL SKETCHES

ORGANIZATION PRINCIPLES

The site has a area of 970 m2

COMMON SPACE linking both educational institutions with a common space. This will provide new encounters between the young people.

MODEL 1:500

VIEW POINT: creating a public viewpoint towards Golden Horn GREEN AREA parking lot is transformed to a green area HORISONTAL FLOW:

REMOVAL removing the of abandoned and burned buildings

continuing the pavement as a path into the site extending green space into the site

VERTICAL FLOW: continuing the existing stairs further between the buildings, creating access to viewpoint

90

o rgan i zat i o n - vo l u m e - f l ow - s cal e

viewpoint amphi rooftop 3 equal volumes create a coherent

2 volumes with jagged roof and stairs.

relationship between the buildings.

The volumes are unfamiliar in its context .

neighbourhood passage

square d

a ro

changing the angle of the parking lot to

multiple volumes, creating the

make it parallel with the road

expression of the neighbourhood clusters.

footprint 120 m2 SUM M A RY:

footprint 150 m2

The current proposal of the educational halfway house is closest to the outlined model, which is 3 volumes. It connects with the neighbourhood in volumes, density and scale. The intention is to preserve the feeling of a micro-community, where the users of the institution should have space for self-development and don’t feel alianated.

the design proposal is still under development

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footprint 170 m2

p ro c e ss

APPENDIX

WEB

VIDEO

http://www.fenerbalat.org http://syrianmonitor.blogspot.com.tr http://www.caritas.org/where-we-are/europe/turkey/

“Istanbul’da Yol Kenarında Bir Mülteci Kenti Dogdu” http://www.arkitera.com/haber/20947/istanbulda-yolkenarinda-bir-multeci-kenti-dogdu

http://www.febayder.com http://www.creativememory.org/ http://www.jewishvirtuallibrary.org/jsource/vjw/Turkey.html http://www.ibb.gov.tr/en-us/organization/birimler/ tarihicevrekorumamd/documents/album.pdf http://www.fatih.bel.tr/icerik/87/bugunku-fatih/

“Fener- Balat- Ayvansaray Projesi iptal” http://www.arkitera.com/haber/20578/fener--balat-ayvansaray-projesi-iptal

best-practice/links-instructional-design/

ARTICLES “Syria Crisis: Education Interrupted” http://www.unhcr.org/52aaebff9.html “Jeg har mistet 3 år” http://www.b.dk/globalt/16-aarig-flygtning-jeg-har-mistettre-aar “Syria’s Story” http://www.bbc.com/news/world-middle-east-17258397 “Beyond the Tent: Why Refugee Camps Need Architects (Now More than Ever)” http://www.archdaily.com/435492/beyond-the-tent-whyrefugee-camps-need-architects-now-more-than-ever/ “Beyond the Tent: Why Refugee Camps Need Architects (Now More than Ever)” http://www.rsc.ox.ac.uk/news/refuge-and-protection-inthe-late-ottoman-empire-professor-dawn-chatty

“Balat Semti” http://www.iamistanbul.tv/haber/balat-semti

AUDIO “Balat’ın bilmediğiniz zenginlikleri” http://www.hurriyet.com.tr/seyahat/23212526.asp

http://ataturkkitapligi.ibb.gov.tr/ataturkkitapligi/index.php http://teachingrefugees.com/instructional-programming/

“En kultur på flykt” http://www.svtplay.se/video/2451862/kobra/avsnitt-7-kulturpa-flykt

“Fener-Balat Dönüsüm Projesinde Nereden Nereye” http://www.arkitera.com/haber/11358/fener-balat-donusumprojesinde-nereden-nereye “Suriyeli Kadın ve Çocuklarla Atölyeler, Fener Balat-Istanbul” http://www.mavikalem.org/cause-view/suriyeli-kadin-vecocuklarla-atolyeler-fener-balat-istanbul-2014-devamediyor/ “Doç. Dr. Fikret Evci ile Fener-Balat Projesi ve Kentsel Yenileme” http://www.mimdap.org/?p=27602 http://fenervarlikemlak.com/fener-balat-hakkinda/ “Balat ve Kentsel Dönüsüm” http://blog.radikal.com.tr/kentkulturu/balat-ve-kentsel-donusum-15081

“Refuge and protection in the late Ottoman Empire, Professor Dawn Chatty” http://www.rsc.ox.ac.uk/news/refuge-and-protection-inthe-late-ottoman-empire-professor-dawn-chatty

BIBLIOGRAPHY “A History of the Jewish Community in Istanbul”: The Formative Years, 1453-1566, Minna Rozen, Brill “Streets of Memory: Landscape, Tolerance, and National Identity in Istanbul” Amy Mills, (University of Georgia Press, 2010).

“A Neighborhood in Ottoman Istanbul: Fruit Vendors and Civil Servants in the Kasap Ilyas Mahalle”, Cem Behar

http://www.degisti.com/index.php/archives/17456 Committee Decisions http://whc.unesco.org/en/decisions/5677

Old Istanbul - Fener, Balat, Ayvansaray, Ahmet Faik Özbilge - E-yayinlari Planning and Designing Schools, C William Brubaker

“Fener-Balat “Yenilenirken” Yerinden Edilenler” http://bianet.org/bianet/siyaset/117093-fatih-balatyenilenirken-yerinden-edilenler “A walk through historical Balat” http://www.dailysabah.com/features/2014/04/18/a-walkthrough-historical-balat

CV Autumn, 2012 Student, Studio Constructing an Archive The Context Collage, “CAFA-AAA joint studio” - a pilot project with CAFA, School of Architecture, Beijing Spring, 2013 Student, Studio Constructing an Archive 1:1 space – The Installation (the semester was only completed to second last phase) Autumn, 2013 Intern, Superpool LTD - Istanbul Spring, 2014 Student assistent, Selin Maner Architects / SMA - Istanbul Autumn, 2014 Student, Studio CONTEXT Climate Responsive Construction Spring, 2015 Student, Graduation project at Studio CONTEXT