LED2LEAP 2021 - Budapest Team

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Area Dr. Ambedkar School, Martin Luther King Dormitory and surroundings
Place Miskolc
Country Hungary
Topics Landscape and Democracy Challenges, segregation, roma community
Author(s) Tayana Passos Rosa, Nóra Buffham, Viki Bolvári, Linus Lena Bartens, Anita Reith, Eszter Jákli
DrAmbedkarSchool2021LAD.jpg

Landscape Democracy Rationale

  • Dr. Ambedkar School is a Buddhist school with a focus on working with the Roma community. The school is located in the city of Miskolc, the city is known as an industrial town and has a very diverse townscape with many industries and housing estates, but it is mostly residential in the School surroundings. Also known as the second chance school, it is a secondary school where the students are encouraged to improve their quality of life through better education, to be able to reach the formal job market, and have a stable job with a fair wage.
  • The school was moved to its location in Miskolcs in 2019 before it was located in a Roma settlement called Sájokaza to the north of Miskolc. The Roma community faces many landscape and social challenges in their settlements due to their very poor conditions. One of the main challenges is the segregation from the Roma community to the Hungarian community. Being usually placed in enclosed housing blocks or distant settlements, where the health conditions, education, and job opportunities are very poor.
  • Besides keeping the students engaged, the challenges the school faces include the contrast in the landscape between the Roma settlements and the City of Miskolc, and also the school structure which is not adapted to be a school and lacks leisure areas.

Location and Scope

  • Location of Dr. Ambedkar School.
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The school is located in Miskolc, in the Northern region of Hungary. This is one of the poorest regions in the country, and many Roma settlements are located here. Although the city of Miskolc is the 4th biggest in Hungary, the Roma settlements around it are small, mostly ruined in structure and their residents are very poor.

Phase A: Mapping Your Community

Welcome to Your Community and Their Landscape

  • The Roma community from Miskolc's surroundings and the Dr. Ambedkar School

Groups of Actors and Stakeholders in Your Community

  • Relationships of Miskolc's community and the School's Community

Relationships Between Your Actors and Groups

  • Power map of the community

Summary of Your Learnings from the Transnational Discussion Panel

In this community, we are facing a lot of challenges first of all with a basic one: The Right to Landscape. There is a question here, what kind of a landscape is that, that this community has a right, has access to. Because of the poverty reigning in that area, there is little chance for development. So if we look at the landscape as a cultural realm two out of three points cannot be even taken into consideration here. Spiritual wellbeing is the only angle that we can approach the landscape because the Roma community has a really strong cultural heritage. If we take a look at this community of the democracy site, the situation is almost the same. Forinstance the Arnstein (1969) Ladder. In more developed countries, communities, they are a higher up. The Miskolc community is currently at the so-called „no power” stage, at the bottom, probably the manipulation is accurate. As summarised there, are so many „wicked” problems, which are very hard to solve. The main issue is that the Roma people is not being heard or represented. 

Theory Reflection

  • What are the next steps?

Reflection over the working methodologies.

References

Phase B: Democratic Landscape Analysis and Assessment

Tayana Passos Rosa and Angkita Hawlader Correspondence

Angkita and I exchanged some emails regarding the readings. It was a pity that, because I couldn't reply during a period, I lost the opportunity to continue exchanging emails with her for this Assignment. Some communication problems occurred and I couldn't be assigned to another partner. But even though the exchange with Angkita was short, it was fruitful and I'll share here some of it and then some thoughts of my own.

Highlighting here, I'll add some of my thoughts related to the reading and our Living Lab in Budapest.

My overall reflection from the readings is that if you want to design for a community you need to first truly understand it. All knowledge is valuable, from the community experience in their everyday life, their culture, until the most specialized scientific knowledge from the professionals assigned to work in the area. And this exchange is beneficial to all because everyone learns something during this process, and every opinion weights the same. My favorite quote from all the readings is: "design with empathy rather than sympathy" (de la Pena et al. p. 10). I think this fits so well in our Budapest Living Lab situation. We are working with Dr. Ambedkar School, a Buddhist school mostly for the Roma community in Northern Hungary. The community faces a low education rate, poverty, lack of career opportunities, among many other challenges, all caused by segregation and prejudice. The school methodology tries to give the students another light on possibilities for the future through studies. I think the second chapter from de la Peña has very valuable tools to try and apply in this project, to go beyond the research of the community in a virtual environment, but also visit them in real life, experience their landscape, but especially see through their eyes and try and combine all our pieces of knowledge to achieve the best solution possible.

Linus and Max Correspondence

Your Name and Partner's Name Correspondence

Your Name and Partner's Name Correspondence

Your Name and Partner's Name Correspondence

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

Story-Telling 1:

How we developed goals together and how we managed to prioritize them

  • Choosing Challenge

At the beginning of the workshop we started with choosing the challenge. We had 6 prepared Challenges that Anita described to them. A lot of them were also overlapping. The different challenges were laid on the floor and then the students could choose which they were most interested in on discussing or most passionate about. In the first round it was still spread and we removed the first three (two with no votes one with just one vote) and did another round and so on until it was just one challenge left. The challenge they decided for was the Active Schoolyard

  • Sharing Personal Goals

In the next steps the students could write down two personal goals they had for this challenge. They briefly shared them with the group and explained them and we clustered it on the wall.


  • Ranking with Votes

In the Next step we ranked the goals through votes. Every person had 5 little stickers each to put on whatever goal they found important.

  • Forming Vision Groups

Then they formed Vision Groups for the best ranked 4 goals.

Reflect on Your Story of Visioning

  • Things that needs to be considered when formulating goals:
  • Characteristics of a ‚good‘ vision
  • Problems
  • Things that can be improved

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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