State and School Lands

This chapter focuses on Article XI of the Oklahoma constitution, which concerns state and school lands. Section 1 provides for acceptance by the state of all grants of land and donations of money by the United States under the Enabling Act. In 1982, the Oklahoma Supreme Court held that this section, when considered with the Enabling Act, is an irrevocable compact between the United States and Oklahoma for the benefit of the state’s schools. In accepting grants from the federal government to establish the permanent school fund, Section 2 requires that the fund may only be used for the benefit of Oklahoma common schools, and that the $5 million principal of the fund shall never be spent. The state is also required to reimburse the fund for all losses that may occur, and no portion of this fund is to be used for any other purpose. Meanwhile, Section 4 confers on the legislature exclusive power to set the rules and regulations for selling public lands granted to the state by Congress for charitable and other purposes.

REFUNCTIONING IN THE CONTEXT OF IDLE VILLAGE SCHOOLS: ÇANAKKALE CASE

Aim: The aim of this study is to evaluate idle village schools in terms of their contribution to the sustainability of the village and to offer future-oriented suggestions on this issue. To propose an analysis method created in an architectural framework in determining the new functions of schools. Method: In the study, 10 re-functioned village schools in Çanakkale were handled with an analysis created in the architectural framework. The analysis has been reduced from the location of the school in the village to the use of space in the plan chart. Findings: New functions are workshops, exhibitions, administrative, social-religious and scouting activities. . The schools used by the villagers are alive and well-maintained, while those that are functioning for tourists are in neglected. All of the schools are on the main road providing village transportation. In some villages, it is observed that the school is a part of the central focus of the village, while in others it is a separate focus. The construction rate in school lands varies between 26% and 8%. In the changes in the plans, it aimed to increase the number of classrooms. Conclusion: Two suggestions were mentioned for schools to contribute to the village. The first is that schools are reused with their primary function. In this proposal, not only the school building and the garden, but the whole village should be considered as a training place. The second way is to provide a use that appeals to the villagers, both in the design phase and in the use phase. The activities that will bring the villagers together are effective both in ensuring that the school becomes a meeting place by supporting socialization and contributing to the production of the villager.