Every city contains two transportation systems. One is the visible network of roads, rail lines, sidewalks, and bus routes mapped in planning documents. The other is the invisible geography of privilege and exclusion embedded within it: the neighborhoods that received highways instead of parks, the communities whose bus routes were cut, the sidewalks that abruptly end at the edge of a district. For many years, built-environment professionals have treated infrastructure as a technical challenge. Mobility justice insists it is, fundamentally, a political one.

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Faced with the combined forces of population growth, economic prosperity, and urban expansion, cities are witnessing a significant rise in the movement of people and goods—mirroring the evolution of diverse mobility systems within urban environments. As technologies advance and modes of transport evolve, the adaptive reuse of train carriages, airplane cabins, and other service infrastructures reveals opportunities to explore their creative potential. Materials, technologies, and design tools converge around a shared goal: refurbishing and repurposing disused structures to give them new life.

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Muz Yer, a permanent public exhibition in Rennes, France, has invited 8 internationally-renowned architects to design birdhouses that highlight the relationship between contemporary architecture and nature. Each birdhouse serves as a response to one or more of the 13 bird species designated by the Birds Protection Committee (Ligue pour la Protection des Oiseaux - LPO), and raises awareness of the architectural heritage of Rennes and its urban ecology. The list of exhibitors includes Julien De Smedt Architects, ADEPT, a/LTA, Duncan Lewis, Marion Normand, Kengo Kuma & Associates, Tham & Videgard, and Dominique Perrault Architects & Gaëlle Lauriot-Prévost Design.

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According to architect and academic Frank Locker, in architectural education, we keep repeating the same formula from the 20th-century: teachers transmitting a rigid and basic knowledge that gives students, no matter their motivation, interests, or abilities, little to no direction. In this way, says Locker, we are replicating, literally, prisons, with no room for an integral, flexible, and versatile education.

"What do you think of when you're in a space with closed doors and a hallway where you can't enter without permission or a bell that tells you when you can enter and leave?" asks Locker.

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