LED2LEAP 2021 - Zagreb Team 3
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| 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 | |
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Landscape Democracy Rationale
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Location and scope
Brownfield locations
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
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.
Users and their distance from cycleway
Some social groups and their needs and wishes
Relationships Between Your Actors and Groups
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Community connections and power mapping
Summary of Your Learnings from the Transnational Discussion Panel
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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
Phase B: Democratic Landscape Analysis and Assessment
The Scene in Your Story of Analysis
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The Actors in Your Story of Analysis
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The Story of Analysis
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Reflect on Your Story of Analysis
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Phase C: Collaborative Visioning and Goal Setting
The Scene in Your Story of Visioning
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The Actors in Your Story of Visioning
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The Story of Visioning
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Reflect on Your Story of Visioning
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Phase D: Collaborative Design, Transformation and Planning
Your Prototyping Action
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The Evolution of Your Prototyping Action
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The Plan Behind Your Prototyping Action
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The Realization of Your Prototyping Action
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Reflect on Your Prototyping Action
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Phase E: Collaborative Evaluation and Future Agendas
Collaborative Evaluation and Landscape Democracy Reflection
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The Actors in your Collaborative Evaluation
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Reflection on the Online Seminar
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Reflection on the Living Lab Process
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Your Living Lab Code of Conduct
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Process Reflection
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