LED2LEAP 2021 - Zagreb Team 3: Difference between revisions

From Ledwiki
Jump to navigation Jump to search
Line 138: Line 138:


= Phase B: Democratic Landscape Analysis and Assessment =
= Phase B: Democratic Landscape Analysis and Assessment =
== Student Correspondence 1 ==
== ''Your Name'' and ''Partner's Name'' Correspondence ==


<gallery caption=" " widths="400px" heights="200px" perrow="2">
<gallery caption=" " widths="400px" heights="250px" perrow="2">
File:PlaceholderImage_5.jpg|''insert name here''
File:PlaceholderImage_5.jpg
''insert text here''
''insert text here''
File:PlaceholderImage_5.jpg|''insert name here''
</gallery>
''insert text here''
 
File:PlaceholderImage_5.jpg|''insert name here''
== ''Your Name'' and ''Partner's Name'' Correspondence ==
''insert text here''
 
File:PlaceholderImage_5.jpg|''insert name here''
<gallery caption=" " widths="400px" heights="250px" perrow="2">
File:PlaceholderImage_5.jpg
''insert text here''
''insert text here''
</gallery>
</gallery>


== Student Correspondence 2 ==
== ''Your Name'' and ''Partner's Name'' Correspondence ==


<gallery caption=" " widths="400px" heights="200px" perrow="2">
<gallery caption=" " widths="400px" heights="250px" perrow="2">
File:PlaceholderImage_6.jpg|''insert name here''
File:PlaceholderImage_5.jpg
''insert text here''
File:PlaceholderImage_6.jpg|''insert name here''
''insert text here''
File:PlaceholderImage_6.jpg|''insert name here''
''insert text here''
File:PlaceholderImage_6.jpg|''insert name here''
''insert text here''
''insert text here''
</gallery>
</gallery>


== Student Correspondence 3 ==
== ''Your Name'' and ''Partner's Name'' Correspondence ==


<gallery caption=" " widths="400px" heights="200px" perrow="2">
<gallery caption=" " widths="400px" heights="250px" perrow="2">
File:PlaceholderImage_7.jpg|''insert name here''
File:PlaceholderImage_5.jpg
''insert text here''
File:PlaceholderImage_7.jpg|''insert name here''
''insert text here''
File:PlaceholderImage_7.jpg|''insert name here''
''insert text here''
File:PlaceholderImage_7.jpg|''insert name here''
''insert text here''
''insert text here''
</gallery>
</gallery>


== Student Correspondence 4 ==
== ''Your Name'' and ''Partner's Name'' Correspondence ==


<gallery caption=" " widths="400px" heights="200px" perrow="2">
<gallery caption=" " widths="400px" heights="250px" perrow="2">
File:PlaceholderImage_8.jpg|''insert name here''
File:PlaceholderImage_5.jpg
''insert text here''
File:PlaceholderImage_8.jpg|''insert name here''
''insert text here''
File:PlaceholderImage_8.jpg|''insert name here''
''insert text here''
File:PlaceholderImage_8.jpg|''insert name here''
''insert text here''
''insert text here''
</gallery>
</gallery>

Revision as of 04:11, 19 May 2021

>>>back to working groups overview

For help with editing this Wiki page use this link.

For assignments and key readings use this link.

Area 22km, from center of Zagreb to center of Dugo Selo
Place Zagreb
Country Croatia
Topics Landscape democracy, community, participation, integration
Author(s) Nina Herr, Kristina Komšo, Lucija Korić, Paula Kovač, Paola Modrić, Tina Radić, Kristina Tomaša
Cycleway.png

Landscape Democracy Rationale

  • insert text here

Location and scope

Loading map...


Brownfield locations

Loading map...

Phase A: Mapping Your Community

Welcome to Your Community and Their Landscape

The cycleway is located in Zagreb, the capital city of Croatia and it's about 22 km long and it stretches along the railway from the center of Zagreb to the eastern city edge to center of city Dugo Selo. Since the cycleway passes through half the city it is connected to the whole range of content, purpose, landscapes and communities. There is also big diversity in surrounding environment which consists of a dense urban matrix through residential neighborhoods, industrial areas, nature protected areas all the way to the outlying rural parts of the city, agricultural areas, forests and villages.

Main spatial problems are:

  • discontinuity of the highway
  • the current inadequate width
  • the railway that acts as an obstacle in space, it divides the city of Zagreb into two parts: north and south and act as border between the neighborhoods

Main challenges are:

  • providing space for all users
  • creating a safe space without conflicts
  • to reconcile jazz between all social groups / provide a sense of welcome
  • integrating the cycleway with the whole city and it's open public spaces
  • Cycleway - the scope, focus points, spatial problems and challenges

    Cycleway - the scope, focus points, spatial problems and challenges

Groups of Actors and Stakeholders in Your Community

Groups of actors and stakeholders are divided here in three grups: primary, secondary and tertiary users.

The first group includes users who live closest to the cycleway; such as: cyclists, recreational users, students, youth, elderly people, families, people going to and from work and shop owners. The second group of users are users who don't live relatively close by, but do come often to the area. Those People are: pedestrians, dog walkers, rollerskaters, children playing in nearby parks, people living nearby, low socioeconomic housing and romani people. And the third group includes people who live furthest from the cycleway, like local political groups, brownfield owners, local committees, pupils, students, organized groups and religious communities.

Needs of each group are different and each has its own priorities. Our goal is to gather everyone's wishes and needs and put them together in the best possible strategy. While some need a direct route from home to work, others would like to enjoy the nature that stretches along the cycleway. Some people need safety during a walk or a light ride, and larger groups may want to use the trail exclusively for recreation.

  • Users and their distance from cycleway

    Users and their distance from cycleway

  • Some social groups and their needs and wishes

    Some social groups and their needs and wishes

Relationships Between Your Actors and Groups

Since there are a diverse number of users on our track at different times of the day, as well as at different ages, it is unlikely that the whole community will be in good relationships. Their place of residence does not play a big role.

We can see the worst connection is with the Roman community and a large number of users. A very weak link is that between students and older people, as well as the younger generation and children. A good connection can be noticed for example between cyclists and rollerbladers, and walkers and dog walkers.

When it comes to the notion of power, the greatest power have actors who don't actually live in or close to the area. Politicians, and in a way local communities that live there, who do have some power but do not use it. On the other hand students, cyclists, young people, those who go to work by bicycle have some power because they are the ones who use the space the most and it is up to them to express an opinion on what the space should look like to those who have more power. While the users who have no power are children, elderly population and the Roma community.

  • Community connections and power mapping

    Community connections and power mapping

Summary of Your Learnings from the Transnational Discussion Panel

  • insert text here

Theory Reflection

Disorientation as learning objective: Applying transformational Learning Theory in Participatory Action Pedagogy We don’t want people to feel neglected. Therefore, it is important to include them in the very beginning of the design and planning process, without prejudices. We as planners, need to be open to all community advices and comments because each member sees the world from their own perspective. We create the world for people and not in our memory.

Design for Ecological Democracy The way we presently inhabit the earth is not sustainable, and the root to the majority of critical issues lays in urbanity. Poor city design divides us from others in our communities and destroy natural habitats. Instead of destroying forests to build highways that are still unable to relieve traffic congestion, that are adding to greenhouse effect etc.m and then hiring ‘’experts’’ to fix the problem, we need real experts who will not allow such things in the first place. We need to design cities that take advantage of natural factors, that are inspired by their regional characteristics and are connecting communities instead of dividing them.

Pledge for a transformative science Development catalyzed by scientific knowledge may sometimes interfere with natural and human systems and produce unintended ecological and social side effects. Humanity has to find a way of dealing with these processes and organize societal systems differently. In order to deal with these challenges science needs to change from its descriptive functions and cooperate with non-academic actors to achieve shared goals

Landscape convention -The importance of acting locally -Keeping people updated about developments and encouraging their engagement through various polls, referendums, workshops, public debates, etc. -Not relying solely on hi-tech solutions for global warming and other forms of devastation of landscapes, but through learning about the ways in which our ancestors managed -Landscape and culture should be observe as a unity, rather than separate entities, in order to assess the needs of the habitants of spaces in question more accurately

Landscape concepts The literature was useful for understanding the landscape at the concept level. It shows its non-continuous development throughout history. ‘From painting to real space’ - created the ideal of the landscape. The contrast between the village and the city can be connected with the cycleway since it passes partly through the city and partly through the rural area. The landscape, which is understood as a rural one, gets the connotation of freedom - which drives the inhabitants out and into nature as a break from the social constraints and social narrowness of the city, which the cycleway would provide to the users.

References

- Schneidewind, Uwe et al (2016): Pledge for a Transformative Science - A conceptual framework

- Council of Europe (2000):The European Landscape Convention

- Landscape Convention Contribution to human rights, democracy and sustainable development

- LED Team (2019):Landscape Education for Democracy

- Kühne, Olaf (2015): Landscape Concepts

- Kühne, Bruns et al: Landscape Culture - Culturing Landscapes

- Hester, Randolph (2006): Design for Ecological Democracy

- Wilson, Barbara (2020): Disorientation as a Learning Objective

- https://thenounproject.com/

Phase B: Democratic Landscape Analysis and Assessment

Your Name and Partner's Name Correspondence

  • PlaceholderImage 5.jpg
  • ''insert text here''

Your Name and Partner's Name Correspondence

  • PlaceholderImage 5.jpg
  • ''insert text here''

Your Name and Partner's Name Correspondence

  • PlaceholderImage 5.jpg
  • ''insert text here''

Your Name and Partner's Name Correspondence

  • PlaceholderImage 5.jpg
  • ''insert text here''

Your Name and Partner's Name Correspondence

  • PlaceholderImage 5.jpg
  • ''insert text here''

Phase C: Collaborative Visioning and Goal Setting

The Scene in Your Story of Visioning

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

The Actors in Your Story of Visioning

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

The Story of Visioning

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

Reflect on Your Story of Visioning

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here



Phase D: Collaborative Design, Transformation and Planning

Your Prototyping Action

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

The Evolution of Your Prototyping Action

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

The Plan Behind Your Prototyping Action

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

The Realization of Your Prototyping Action

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

Reflect on Your Prototyping Action

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here



Phase E: Collaborative Evaluation and Future Agendas

Collaborative Evaluation and Landscape Democracy Reflection

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

The Actors in your Collaborative Evaluation

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

Reflection on the Online Seminar

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

Reflection on the Living Lab Process

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

Your Living Lab Code of Conduct

  • insert text here
  • insert text here

    insert text here

  • insert text here

    insert text here

  • insert text here

    insert text here

Process Reflection

  • insert text here
Retrieved from "https://ledwiki.hfwu.de/index.php?title=LED2LEAP_2021_-_Zagreb_Team_3&oldid=15403"