Participatory Educational Research

Yazarlar: Barbara DİCKENS

Konular:Eğitim, Bilimsel Disiplinler

DOI:10.17275/per.15.spi.1.3

Anahtar Kelimeler:Holistic,Engaging,Community,Complexity,Creativity

Özet: In our ‘complex, fragmented urban world’ (Stoker,2000 ) ‘global problems are generated at the local scale and should be solved there too’ (Condon,2008). Yet, neither governments nor citizens take responsibility for the collective problems, while political systems focus on short-term rather than long term benefits. McIntyre-Mills argues, ‘policy and practice needs to consider social, economic and environmental implications for all life’. The field of urban planning exemplifies this. Key issues of democracy and participation in public policy making at local and regional level; the role of the private sector and the balance of markets, government and civil society; and a containerized approach by government results in much urban planning failing to recognize future consequences of current choices. Democracy needs to change to meet the convergent social, economic and environmental challenges. McIntyre-Mills recommends ‘both centralized controls to protect the global commons and decentralized engagement to test out our ideas’. Urban planning also will only succeed if it recognizes that ‘we need to be the subjects not the objects of other people’s designs’ (McIntyre-Mills). However, participatory design is complex and difficult and, while digital communication can potentially include more voices, like any engagement it works best when complementing other processes and ‘built around the needs, goals, and concerns of the potentially engaged,’ (Leinghninger). Sarkissian therefore argues that urban planning needs to take a holistic approach, ‘taking into account multiple layers and components of social systems’ and to be long term focused. This paper explores the means to do that.

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