LED2LEAP 2020 - Freising Team 1

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Area	Dachau Freising Corridor
Place	Munich Airport, pictured below
Country	Germany
Topics	Landscape Democracy
Author(s)	Rachelle El Khoury, Paul Maksoud, Luke Henry Miller, Taha Shayestehpour, Ethan Stewardson-Blackwell

Landscape Democracy Rationale

• The community context is relevant because the landscape is function of how the community sees the landscape. As we understand how the community interprets the landscape we can build a better landscape that works for them. As our community grows we want to ensure the health and wellness of both the humans and the natural landscape.

• How does the landscape work for the benefit of human health and wellness? How can we bring community together to provide a healthy and happy life? That is the hypothesis considering the landscape democracy challenges.

Location and scope

• The overall location is the space between the two points, the Munich Airport and Dachau.
• Our main focus area is the Airport region south of Freising. Notice the large yellow areas around the airport, that is farmland and pasture. Also notice the water bodies surrounding the airport, they play an important part to the health of the area.

Loading map...

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Phase A: Mapping your Community

Welcome to your community and its landscape

• The west side of the Munich Airport.
• Industural, agricultural, and nature land types.
• Freising is a young comunity.
• Issues with urban spraul, and maintaining a productive agricultural economy while allowing a positive life for humans and nature.

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  A depiction of the strength of various actor groups

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  Slide showing the introduction to our landscape

Groups of actors and stakeholders in your community

• Key Actors (Local Residents, Municipalities, Government, Landowners)

• Primary Actors (University, Schools, Students, Elderly, Families, Farmers, Airport Administration, Airport Employees, Unions, Munich commuters) These actors are concerned with their own health and those around them

• Secondary Actors (Small businesses, Tourists, Community Centers, Beer production, Religious Centers)

• The most visible actors are the landowners, the University and the Airport. All others are less visible.

• What we don't know is the direct thoughts of the citizens, we are working off assumptions based on reading and research.

• 

  A graphical depiction of the different community actors

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  A web of the community actors

Relationships between your actors and groups

• The power relationship is complicated but overall the large groups have more power than the smaller actors.

• Food production brings together the landowners, farmers, business owners and government regulators.

• Many groups have a shared interest in the Airport and its functions. The workers, administrators, tourists, and people in the transportation sector have a lot of stake in the airport.

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  A web of actors and groups connection

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  An image of power structure in the area

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  An image of how the land is important to may actors

Summary of your learnings from the transnational discussion panel on April 22

• From the meeting on April 22, we learned about different ways to view the landscape. From on of the talks we leaned more about the power structures and socioeconomic differences that lead to the benefit of one group but not of the other. We learned of a better way to present information and how to show what we did and not to tell what we did.

Theory reflection

• From the article The Just City Essays - 26 Visions for Urban Equity, Inclusion and Opportunity I got a better perspective on what is important for community inclusion. Being a good member of a community means having the goal of justice at the forefront of design. I want to think about how the design will positively or negatively influence the different members of the community and make changes from that.
• The article Pledge for a Transformative Science - A conceptual framework showed me the future thought process in how we use the scientific method. It reminded me a lot of the iterative process of having a problem, working to find a solution and then building off what you learned to continuously improve that was talked about in the lecture. I also like the holistic approach the article took about science.
• In The Right to Landscape: An Introduction, in: The Right to Landscape: Contesting Landscape and Human Rights, we learned how the right to landscape is a human rights issue. Landscape can provide many things, health and physical well being, mental well being, and economic well being. We need to focus on how we can up lift communities without landscape and create an environment that everyone can thrive in.

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  Graphic showing the principles of Right to Landscape

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  Image to show the components of Transformative Science

References

• The Just City Essays - 26 Visions for Urban Equity, Inclusion and Opportunity [1]
• Alejandro Aravena: My architectural philosophy? Bring the community into the process [2]
• Higher Education System in Germany [3]
• EVG [4]
• GEW [5]
• IGBAU [6]
• Pledge for a Transformative Science - A conceptual framework [7]

Phase B: Democratic Landscape Analysis and Assessment

The Scene in your Story of Analysis

• The landscape democracy challenge we face in our area is the expansion of the Airport to build a third runway. The expansion will harm the protected bird areas and reduce farm land, however, the expansion will also provide jobs for people and be a benefit for the economy. The scene we tell our story in is around the Airport area, incorporating the Isar River, the farmland and the city. The area has a low unemployment rate and has many young families and airport workers. Politics are based around the Airport Administration and local government.

• FT1TheScene.jpg

  Overview of the Freising Area

The Actors in your Story of Analysis

• The characters in the story are the farmers, airport workers, airport administrators, construction workers, families, teachers and students. The main character is a student that is motivated by minor characters (farmers, families and teachers) to organize a protest against the expansion of the airport. This protest is countered by other minor characters (airport workers, construction workers and airport administrators). The relationship between the construction workers and the airport is very strong. If the construction takes place the workers are needed. The farmers need their land and will be greatly affected by the expansion.

• FT1 Actors 1.jpg

  Actors

• FT1 Actors 2.jpg

  Actors

The Story of Analysis

• The story begins with a student on a plane arriving to Freising without a place to stay. On the plane they meet a nice elementary school teacher who offers a bed for the night. The student learns from a farmer and the family the issues with the expansion of the airport. Sitting by the Isar river the student is motivated to organize a protest about the expansion of the airport. During the protest a counter protest starts from the construction workers and airport workers. This opens up the students mind and creates a wicked problem in their mind. The student sees a need for community engagement and works with the Environmental Autobiography Adaptation method and the community members. Through this method the all community members learn about the other.

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• Yourcase story2.jpg

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Reflect on your Story of Analysis

• The tool we chose to utilize in the community fit our community best because it allowed the members to be active and engaged while allowing for the other members to get a valuable and intimate look into their lives. What we carried was different points of view, community relations and the relationship between different histories. Why did we carry? We carried because we needed to understand the community better and have the community understand itself better. How did we carry? We carried using empathy, flexibility and humility for our fellow community members. What we want to leave behind is a better understanding of the community and the connections they all share.

• Yourcase refelction1.jpg

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Phase C: Collaborative Visioning and Goal Setting

* template coming

Phase D: Collaborative Design, Transformation and Planning

* template coming

Phase E: Collaborative Design, Transformation and Planning

* template coming

= Phase E: Collaborative Evaluation and Future Agendas * template coming

Process Reflection

• Reflect in your intercultural and interdisciplinary team on the outcomes of your study
• Which limitations were you facing?
• What have you learnt from each other?
• What would you do differently next time?
• You can also use diagrams/visuals
• 250 words text

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