果冻影院

The module aims to locate contemporary urban design practice in the evolving dynamic of urbanization, capitalism and democracy. In order to do it, this module examines the multiple meanings of engaged urban design linking theory with practice and interrogates critically the socio-spatial implications of the methods involved in different urban design practices. In this context, it explores the relationship between urban design practice and the politics of the production of space. Furthermore, it is concerned with the reflection of how engaged design initiatives can be embedded in a wider plan for transformation and development. The guiding question is: Why and how engaged urban design can foster spatial justice? This approach provides students with a structured understanding of the theoretical debates, the practical challenges, and the methods relating to processes of engagement and approaches for intervening in urban spaces, particularly in cities of the Global South. The module discusses processes of engagement as the negotiation of the social co-production of space. In doing so, it frames engaged urban design as a context specific, power laden, scale sensitive and time-space dependant process of socio-spatial urban interventions. In addition, it also aims to explain, using specific cases, how myriad strategies and tactics for bargaining urban spatial transformations are at the core of contemporary urban design practices. While engaging in the discussion of theories within this theme, this module proposes methodologies and reviews case studies of participatory approaches in the process of shaping the built environment of cities. Hence, urban design is conceived as the power-knowledge to unlock the transformative potential of urban space through citizens鈥� engagement processes for shaping the built environment. By the end of the module the student should have a working knowledge of current engaged design practices and be able to design and develop appropriate processes for urban projects.

This module is organised according to weekly teaching units, composed of weekly face-to-face encounters on campus (as indicated on the weekly DPU timetable) supported by readings and up to one-hour of asynchronous activities (including but not limited to short pre-recorded lectures) accessible on the module-specific Moodle page. Students are expected to dedicate approximately 150 learning hours per module per term, amounting to around 10-12 hours per week (for full-time students). The asynchronous activities will be released on a weekly basis via Moodle announcement, so you must keep pace with the module. Each required learning activity has a indicative amount of time to guide you. You are expected to participate actively in all module activities and your participation will be routinely monitored. Over the course of the module, each participant is expected to engage in the learning activities by drawing on the literature and on his/her personal and practical experience. Participants should read at least the core readings (provided electronically via Moodle) and complete all asynchronous activities for each teaching unit. This is a 30 credits module taught over term 1 and 2, with 9 weekly lecturers in each term. Term 1: Will comprise a variety of teaching and learning activities (pre-recorded lectures, guest lectures, individual and in-class readings, online and in-class collective discussions, group activities, in-class simulations, tutorials and students鈥� presentations). Discussions will draw on students鈥� experience and the encounter with literature and case studies. A 鈥榮patial engagement鈥� unfolding across several weeks will enable students to test tools in practice and embed theory within praxis. Students will be expected to proactively participate in the online and in-class discussions, and in the group activities
Term 2: Will comprise a variety of seminars and discussions. Discussions will draw on students鈥� experience and the contrast with provided cases from abroad (i.e. projects led by multilateral agencies, non-profit, for-profit, and local states) to enrich the discussion. Students will be expected to participate in the seminar discussions and the accompanying exercises. Term 2: Students may work in small teams, simulating the roles of different actors to carry out various participatory processes. These exercises will be used to introduce and develop an understanding of participatory processes and approaches and suggest how these could be utilised to develop appropriate frameworks for urban transformations.

Introduction to Engaged urban design
Power, Design and the City
Space, power, knowledge and Design
Space, bodies and subjectivities. Critical spatial practices for an embodied engagement
Design in the face of power. Methods to narrate, listen and do.
Knowledge, reflexivity and positionality. Challenges of participation in the 鈥榝ield鈥�
Participation, belonging and subaltern design in context of displacement, diaspora and exile
Digital Participation. Fostering Civic engagement through use of digital technologies.
Participatory citizenship for urban change.

The objective of the module is to provide students with a structured understanding of the issues, concepts, tools and techniques relating to processes of engagement and approaches for intervening in urban spaces, particularly in cities of the Global South. Students will be encouraged to think creatively about how public leadership and participation can be supported, mobilised and promoted to help improve democratic and engaged decision-making in the design of the built environment. By the end of the module the students should have a working knowledge of current participatory and engagement practices and be able to design and develop appropriate processes for urban projects. Students will also be able to critically rethink their role as engaged practitioners in participatory urban design projects. This module aims to provide participants with the following: 鈥� Immediate recall of core knowledge on concepts of engaged urban design and politics of space in the local context as a requirement. 鈥� A deeper understanding of concepts of space, knowledge and power and how these unfold in participatory and engaged practices. 鈥� Knowledge of tools and methodological frameworks providing students with the practical skills to incorporate community engagement and co-production process into mainstream practice.

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鈥� hooks, b. (1989) Choosing the margin as a space of radical openness. Framework: The Journal of Cinema and Media. No. 36, pp. 15-23
鈥� Alfasi, N. (2021). Why public participation isn鈥檛 a tool for democratizing planning. A comment. Planning Theory, 20(2), 175鈥�178. https://doi.org/10.1177/1473095221991487
鈥� Porter, L. (2023) Decolonial approaches to thinking planning and power. In Michael Gunder, Kristina Grange, and Tanja Winkler (Eds) Handbook of Planning and Power. EE publishing.
鈥� Legacy, C. (2017). Is there a crisis of participatory planning? Planning Theory, 16(4), 425鈥�442.
鈥� Miraftab, F (2004) Invited and Invented Spaces of Participation: Neoliberal Citizenship and Feminists鈥� Expanded Notion of Politics. Wagadu Volume 1
鈥� Pl酶ger, J. (2021). Conflict, consent, dissensus: The unfinished as challenge to politics and planning. Environment and Planning C: Politics and Space. https://doi.org/10.1177/2399654420985849
鈥� Ploger, J. (2023) Ch.4 Michel Foucault, power and planning. In Michael Gunder, Kristina Grange, and Tanja Winkler (Eds) Handbook of Planning and Power. EE publishing.
鈥� Gaventa, J. (2006) Finding the Spaces for Change: A Power Analysis. IDS Bulletin 37(6): 23-33.
鈥� Haraway, D (1988) Situated Knowledges: The science question in feminism and the privilege of partial perspective. In Feminist studies, vol 14, no 3, pp 575-99
鈥� England, K. (1994). Getting personal: reflexivity, positionality, and feminist research. Professional Geographer, 46(1): pp 80鈥�89
鈥� Simandan, D (2019) Revisiting positionality and the thesis of situated knowledge. Dialogues in Human Geography Vol. 9(2) 129鈥�149
鈥� Porter, L. (2004) Unlearning one's privilege: reflections on cross鈥恈ultural research with indigenous peoples in South鈥怑ast Australia, Planning Theory & Practice, 5:1, 104-109, DOI: 10.1080/1464935042000204222
Recommended books: 鈥� Cooke, B., Kothari, U. (eds) (2001) Participation 鈥� the new Tyranny? London: Zed Books 鈥� Miessen, M. (2010) The nightmare of participation, pp. 91-104, New York: Stenberg Press. Available to read online: https://www.yumpu.com/en/document/read/9253620/markus-miessen-the-nightmare-of-participation 鈥� Dovey, K (1999) F. London and New York. Available at http://www.ndri.ir/Sites/Files/658/Framing%20places.pdf