20.500.12556/RUL-175257 Prostor izključitve kot arhitektura možnosti : idejna zasnova prenove Strokovnega centra Logatec The space of exclusion as an architecture of possibility : conceptual design of the renovation of the Juvenile Educational Institution SC Logatec Namestitev otroka ali mladostnika v Strokovni center močno zaznamuje njegovo življenje in družinsko dinamiko. Predstavlja prelomnico v razvoju, vejo neorganskega odraščanja. Selitev večinoma ni prostovoljna, ločitev od družine in domačega okolja pa je velikokrat težka. Otroku sporoča, da je drugačen in družbeno nezaželen. Starši se soočajo z občutki sramu; otrokovo vedenje razumejo kot javni dokaz, da jim ga ni uspelo vzgojiti v skladu z normami in vrednotami družbe. Pred skupnostjo odvzem večinoma prikrivajo, saj okolje oddajo v zavod obravnava kot zasluženo kazen za njegovo vedenje, otroke pa kot tuje in deviantne. Stigma pomembno vpliva na dostop do psihosocialne podpore, zmanjšuje kakovost in pravočasnost oskrbe ter ovira iskanje pomoči. V nalogi se zato z obravnavo Strokovnega centra Logatec sprašujem, kako prostori oskrbe in njihova umeščenost vplivajo na skupnost ter njeno razumevanje infrastrukture pomoči in tistih članov skupnosti, ki jo nujno potrebujejo. Na lokaciji zavoda raziskujem nove oblike strokovnega centra, ki temeljijo na deinstitucionaliziranem kolektivnem bivanju, skupnostnih službah in vpetosti v lastno okolje. Zanima me, na kakšen način lahko arhitektura s spremembo tipologije, organizacije in zasnove odpira enakopravno in vključujoče bivanje v skupnosti. V okviru preobrazbe z umestitvijo javnega prostora v samo središče stigmatiziranega območja na novo osmišljam pomen tako javnega prostora kot tudi prostora oskrbe. Območje centra tako iz prostora izključenih postane generator skupnosti in javnega ter se preoblikuje v mesto samo. The placement of a child or adolescent in a Juvenile Educational Institution profoundly shapes both the child’s life and family dynamics. Institutionalization is typically involuntary, and separation from family and the familiar environment is deeply challenging. For the child, it conveys a sense of being different and socially undesirable. Parents often experience shame, perceiving the child’s behavior as public evidence of their failure to raise them according to social norms and values. Families may conceal the placement from the community, as it is often perceived as a punishment, while the children are regarded as outsiders and deviants. Social stigma significantly affects access to and the experience of psychosocial support and care. It compromises the quality and accessibility of services, discourages help-seeking, and limits the success of therapeutic interventions. Building on this understanding of stigma and exclusion, my thesis focuses on the Juvenile Educational Institution SC Logatec. I examine how spaces of care and their placement within the spatial context affect the community and its perception of care infrastructure and those who depend on it. At the site, I explore new forms of juvenile educational institutions based on collective living, integrated community services, and active participation in community life. I investigate how architecture—through typology, organization, and design—can foster equal and inclusive living in the community for all. As part of the transformation, I position public space at the heart of the currently stigmatized institution, reinterpreting the meaning of both public space and spaces of care. 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