CHALLENGING AGE-SEGREGATED SPACES: DESIGNING SCHOOLS TO FOSTER INTERGENERATIONAL LIVING

Abstract

With increasing ageing populations around the world, age integration has become a critical discourse for social inclusiveness. To turn the silver tsunami into waves of opportunity, the Singapore government has been rolling out initiatives that seek to empower seniors in their quest to successful ageing. Yet, the proliferation of age-segregated social institutions and ageism remain a contrasted reality. Could there be other intergenerational practice models that can be tapped into to change inherent age-based thinking and lifestyles? This paper explores this idea through a study of intergenerational shared-site models (IGSS) in schools, questioning its viability in Singapore. Case studies from the U.S., Japan and Singapore are examined through three domains – intergenerational programming, environmental designs, as well as societal systems and conditions – to reveal insights that at least for the near future, such integrative models are hard to come into realization in Singapore. Ingrained competitiveness and silo mentalities serve as impediments, though the potentiality for realization exists within this generation: state initiatives are required to push for integrated systems, and design can offer viable translations of the model. Consequently, IGSS models in schools will be able to provide us with opportunities of challenging age segregation by eroding age-based structures and enhancing cross-age interactions, thereby fostering genuine intergenerational living.