Report on the Educational Programme D...DIVERCITIES 319970 Deliverable 2.8 October 31, 2016 2 To be cited as: Dr. Tine Beneker, J. van Driel MSc, Dr. Gideon Bolt, in close cooperation

Governing Urban Diversity: Creating Social Cohesion, Social Mobility and Economic Performance in Today’s Hyper-diversified Cities

Report on the Educational Programme

-------------------------------------------------------------------------------------------------------------------- Work package 2: Educational programme

Deliverable nr.: D.2.8

Lead partner: Partner 1 (UU)

Authors: Dr. Tine Beneker, J. van Driel MSc, Dr. Gideon Bolt Nature: D

Dissemination level: PU

Status: Final

Date: 31 October 2016

--------------------------------------------------------------------------------------------------------------------

This project is funded by the European Union under the 7th Framework Programme; Theme: SSH.2012.2.2.2-1; Governance of cohesion and diversity in urban contexts

DIVERCITIES 319970 Deliverable 2.8 October 31, 2016

2

To be cited as: Dr. Tine Beneker, J. van Driel MSc, Dr. Gideon Bolt, in close cooperation with (late) Prof.dr. Ronald van Kempen: Report on the Educational programme 2016, This report has been put together by the authors, and revised on the basis of the valuable comments, suggestions, of DIVERCITIES partners. The views expressed in this report are the sole responsibility of the authors and do not necessarily reflect the views of European Commission.

Diverse Cities:The Assets of Urban DiversityDeveloped as part of the DIVERCITIES international research project

Johan van DrielTine BénekerGideon Bolt Ronald van Kempen

Universiteit Utrecht

This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under Grant Agreement No 319970 – DIVERCITIES. The views expressed in this presentation are the sole responsibility of the author(s) and do not necessarily reflect the views of the European Commission.

Website: urbandivercities.eu

EDUCATIONAL PROGRAMME

EDUCATIONAL PROGRAMME: DIVERSE CITIES2

DIVERCITIES Research.............................................................................................. 3

Educational programme: Diverse Cities .................................................................... 4

Project teaching plan: Introduction + What makes you special? Assignment ............ 6

Project teaching plan: Unique or Not? Assignment ................................................... 7

Project teaching plan: Research in the Neighbourhood Assignment .......................... 8

Project teaching plan: Neighbourhoods in Action Assignment ................................ 10

Project teaching plan: Action in the neighbourhood Assignment .............................12

Learning materials ..................................................................................................14

Assignment: What makes you special? ..........................................................15

Assignment: Unique or not? ..........................................................................17

Assignment: Research in the neighbourhood ................................................ 18

Assignment: Neighbourhoods in Action ....................................................... 20

Examples: Neighbourhoods in action .............................................................21

Cut-out page: Neighbourhoods in action ..................................................... 28

Assignment: Action in the neighbourhood! .................................................. 29

List of sources ....................................................................................................... 30

Colophon .............................................................................................................. 31

Table of Contents


Introduction: urban diversity European cities today are more diverse than ever before with differences in culture, habits, activities, income, wealth and lifestyle. The challenges faced by urban policymakers and institutions to meet the needs of cities’ increasingly diverse populations are numerous and complex. This is not only a challenge for governments and institutions, but also for residents looking for ways to live in harmony with their surroundings in despite of, or thanks to, a growing diversity of people.

Cultural tensions, deprived neighbourhoods and no-go areas are mainly regarded as problems in media and politics in relation to diversity. But perhaps there is another side to the story? Institutions and residents are showing that diversity doesn’t always just fuel conflict; it also contributes to create cities that are more liveable and harmonious.

DIVERCITIES research project The principal aim of DIVERCITIES is to examine how European cities can benefit from diversity. The project’s central hypothesis is that urban diversity is an asset. It can inspire creativity and innovation forging cities that are more liveable and harmonious. In order to more intelligently use the strengths and potential of diversity, a re-think of public policies needs to be undertaken.

DIVERCITIES is a comparative study in 13 European cities and Toronto (Canada). Research has been conducted among policy-makers, institutions, entrepreneurs and residents. Case studies have been used to examine how diversity is leveraged to achieve social and socio-economic benefits.

More information on DIVERCITIES can be found on www.urbandivercities.eu

Diversity in the classroom: Diverse Cities educational programme The Diverse Cities educational programme was developed as part of the DIVERCITIES research project. DIVERCITIES conducted research and findings have been translated into an educational programme for classroom activities in schools. The educational programme gives students the opportunity to conduct research on diversity within their own community. Students are introduced to neighbourhood-initiatives from around the world which, using diversity as an asset, aim to make cities more liveable and harmonious.

Definition of Diversity A broad definition of diversity is used in the DIVERCITIES project. The principal idea is that cities are not only diversified in terms of demographics, ethnicity and socio-economic status, but also within specific groups with respect to lifestyles, attitudes and activities. Students will be working with this broad definition of diversity in this educational programme.

DIVERCITIES Research


The Diverse Cities educational programme consists of assignments that give students opportunities to learn about different aspects of diversity. Students design and conduct research in the classroom and within the school neighbourhood about how apparent diversity is. Based on their own research, students propose a neighbourhood-initiative that aims to make the neighbourhood more liveable and harmonious. Inspiration for this final assignment comes from examples of neighbourhood projects from cities around the world.

Learning objectives • Students are able to recognise diversity with respect to culture, lifestyles, socio-economic

status, attitudes and activities in the classroom and in the school neighbourhood;

• Students understand that diversity can have both positive and negative effects on the livability of cities and neigbourhoods;

• Students are able to design and conduct research in the school environment. They are able to formulate a research question, gather relevant information and present their findings.

• Students learn about neighbourhood initiatives aimed at increasing the liveability of neigbourhoods. Students are able to substantiate their opinions by determining the strengths and weaknesses and the initiatives that are most appealing to them.

• Students are able to develop a proposal for a neighbourhood-initiative using the given criteria (target group, neighbourhood needs and practicalities). They are able to substantiate how their initiative connects to the diversity in the neighbourhood and how it contributes to liveability.

Target group and subject Lessons are designed for students aged 12-15 years. Subject areas include geography, social studies or citizenship.

Organisation The programme consists of five assignments. A project teaching plan is included for each assignment with information on how to use them in practice. The total programme of five assignments will take up about four regular lessons (50-60 minutes per lesson) or between four to six hours when planned as project work.

As a teacher you can choose to use part of the programme, for example, to use only the research assignments (first three assignments) or just the design assignment (last two assignments).

Share your students’ results! The DIVERCITIES research team is very interested to know of the outcomes from your neighbourhood research and proposals for neighbourhood projects by your students. We would greatly appreciate it if you would share your students’ results with us via email: [email protected] or through the DIVERCITIES website.

Diverse Cities Educational Programme


More information on teaching plans, assignments and materials is available free on the DIVERCITIES website: www.urbandivercities.eu/education

Overview of assignments Assignment 1 – What makes you special?

In preparation for the first lesson, students complete assignment one. In this assignment students explain who they are and what makes them unique using words and images.

Assignment 2 – Unique or not? (linked to assignment 1) Students compare their results. What similarities and differences are there between the students? The wider meaning of the word ‘diversity’ becomes evident.

Assignment 3 – Neighbourhood Research A research challenge is presented to students: The city council would like to invest in the neighbourhood of the school. The neighbourhood should become a better place to live in as a result of this investment. Through undertaking research students will try to find the identity of the neighbourhood through examples of diversity found in the neighbourhood. What is characteristic of the school’s neighbourhood? What characterises the people who live here?

Assignment 4 – Neighbourhoods in action In cities all over the world there are projects to help make neighbourhoods nicer places to live in. In doing so, city councils and organisations try to help people feel more at home in the neighbourhood giving inhabitants opportunities to get to know each other, especially in neighbourhoods with a wide diversity of people. Maybe this diversity is what can inspire people allowing them to learn from each other?

Assignment 5 – Action in the neighbourhood (linked to assignment 4) In their research students have obtained an image of the school neighbourhood. As a proposal to the city council they need to come up with a neighbourhood initiative. How will they achieve heightened solidarity for the inhabitants and the neighbourhood in general? What activity(ies) fits this neighbourhood best? What is the best activity according to the students suggestions?

ASSIGNMENT TIME NEEDED WHERE

1. What makes you special? 30 minutes In class or as homework assignment

2. Unique or not? 20 minutes In class

3.

Neighbourhood Research- Design research- Conduct neighbourhood research- Data processing

20 minutes50 minutes 30 minutes

In classIn class or as homework assignmentIn class

4. Neigbourhoods in action 20 minutes In class

5. Action in the neighbourhood 20 minutes In class


Materials • PowerPoint presentation (slides 1-5)

• Activity hand-out ‘What makes you special?’ (1 per student)

Introduction (Teacher) Scientists conduct research in cities and neighbourhoods worldwide. In the following lessons you will be working as researchers focussing on the school neighbourhood. In lessons and assignments you will find answers to the following questions:

• What is the meaning of the word diversity?

• How is diversity visible in the school neighbourhood?

• What do people and institutions do to make neighbourhoods more liveable places for inhabitants?

To find an answer to these questions you will be conducting research in the school neighbourhood. Before you can begin this research, you will need to research yourself: What makes you special? Who is in your class?

Homework assignment In preparation for lesson one students undertake the assignment What makes you special? The results from this assignment will be used in the following lesson.

Introduction + What makes you special? Assignment

PROJECT TEACHING PLAN


Core Students compare their results from the assignment ‘What makes you special?’ What similarities and differences are there between the students? What is the wider meaning of ‘diversity’?

Materials

• PowerPoint presentation (slides 6-7)

• Activity hand-out ‘Unique or not?’ What makes you special?’ (1 per group of 4 students)

Introduction (Teacher) In the ‘What makes you special?’ assignment each student has shown what is characteristic for them. In the next assignment you will find out what similarities and differences there are between you. We will find out just how diverse this class is.

Assignment (groups of 4)

Students complete the ‘Unique or not?’ assignment:

• They present the results of the ‘What makes you special?’ assignment

• They list the most evident similarities and differences

• They determine how diverse this class is

Wrap-up and discuss (whole group)

One student from each group presents their findings:

• What was most surprising to them?

• What similarities did they find?

• How is diversity apparent in the class?

List the answers: what are the aspects that make students similar or different?

How diverse is this class?

(Consider: culture, religion, habits, clothing, hobbies, lifestyle, age etc.)

Conclusion Diversity = Differences between people in relation to culture, religion, habits, clothing, hobbies, lifestyle, age, wealth, jobs, ideas etc.

Unique or Not? AssignmentPROJECT TEACHING PLAN


Materials


• Activity hand-out ‘Research in the neighbourhood’ (1 per group of 4 students)

• Neighbourhood map (Google Maps)

• Materials to help prepare a poster (paper, felt-pens, glue, etc.)

Core

Students will attempt to uncover the identity and diversity found in the neighbourhood. Students will form small groups answering one research question per group. What is characteristic of the school’s neighbourhood? What characterises the people who live here? Every small group presents their research and findings using a poster. The results of the small groups together will give a more complete image of the neighbourhood.

Introduction (Teacher)

Present the challenge: The city council wants to invest in the school’s neighbourhood. The aim is for the neighbourhood to become a nicer place to live in through this investment. Through the assignment students will help the council by developing ideas that cater to what the neighbourhood needs. Initially the city council wants to know more about the neighbourhood. Show this by designing a poster about the neighbourhood.

Activating pre-knowledge (whole group)

How would you describe the neighbourhood to someone from out of town?

What is the name of the neighbourhood where the school is situated?

What is already known about this neighbourhood?

What kind of people live there?

What is characteristic about this neighbourhood?

Instruction (whole group) In the assignment ‘What makes you special?’ you showed what makes you unique. This can also be done for a neighbourhood. You will now get to work as researchers to demonstrate what is characteristic for the school’s neighbourhood and its inhabitants.

Research in the Neighbourhood Assignment



Produce research questions

What can we research in this neighbourhood? Which questions can we ask for this research?

Possible research questions: (cf. PowerPoint slide 12)

• Who lives in this neighbourhood? How are they alike and how do they differ?

• What do the inhabitants do in the neighbourhood?

• Where do people gather in the neighbourhood?

• What problems does the neighbourhood have?

• What do people find attractive in the neighbourhood?

• What do people miss in the neighbourhood?

Select and distribute research questions

• Select the research questions based on relevance and practical research opportunities

• Divide the research questions across the small student groups

Instruction (groups of 4 per sub-question) Students complete the ‘Research in the neighbourhood’ assignment.

The final results of this assignment will be shown in a poster designed by the students in their small groups. They will present their research question as well as the information and answers that they found.

Wrap-up and discuss (whole group) Students present their posters to each other.

Whole group discussion:

• What is characteristic for the neighbourhood and its inhabitants?

• What do the inhabitants miss in their neighbourhood?


Materials


• Hand-out ‘Neighbourhoods in Action’ (1 per group of 4 students)

• Cut out page ‘Neighbourhoods in Action’ (1 per group of 4 students)

• Assignment page ‘Neighbourhoods in Action’ (1 per group of 4 students)

Core

Students are introduced to neighbourhood projects from several cities. What appeals to the students most and what is least appealing? Could any of these projects have a place in their own neighbourhood?

Introduction (Teacher) In cities all over the world there are projects that help to make neighbourhoods nicer places to live in. City councils and organisations try to help people feel more at home in the neighbourhood and provide inhabitants opportunities to get to know each other, especially in neighbourhoods with a wide diversity of people. Can this diversity inspire people and help them to learn from each other?

In this lesson you will learn about various neighbourhood projects in different cities. Which ones appeals most to the students and which ones the least? Which of those could have a place in the schools’ neighbourhood?

Activating pre-knowledge (whole group)

• Do students know of any projects in the school’s or in their own surrounding neighbourhood aimed at bringing inhabitants closer together?

• Have students ever actively joined such a project?

• Who are these projects intended for?

• What is the aim of these neighbourhood projects?

Assignment (groups of 4)

Students complete the assignment ‘Neighbourhoods in Action’.


One student from each group briefly shares with the whole group what they have found:

Which project appealed most? Why?

Which project appealed least? Why?

Which project would fit in the school’s neighbourhood? Why?

Neighbourhoods in Action AssignmentPROJECT TEACHING PLAN


Materials


• Activity hand-out ‘Action in the neighbourhood’ (1 per group of 4 students)

• Materials to help prepare the presentation

Core Through their research students have obtained an image of the school’s neighbourhood. As a proposal to the city council they need to come up with a neighbourhood initiative. How will they achieve heightened solidarity for the inhabitants and for the neighbourhood in general? What activity fits this neighbourhood best? What is the best activity according to the students?

Introduction (Teacher) Present the challenge: The city council would like to invest in the school’s neighbourhood. The neighbourhood should become a nicer place to live in as a result of this investment. The assignment is to assist the council by developing a plan for a neighbourhood activity. What neighbourhood activity would best fit the people who live here?

Activating pre-knowledge (whole group) Link with the assignment ‘Research in the neighbourhood’. In your neighbourhood research you obtained an image of the neighbourhood:

• What kind of people live in this neighbourhood?

• What do people do in this neighbourhood?

• What problems does this neighbourhood have?

Instruction (whole group) In your small group you will develop a (project) activity for the neighbourhood. How will you bring people together? What would be fitting for this neighbourhood? Prepare a short presentation for the city council.

Action in the neighbourhood Assignment



Instruction (groups of 4) Students complete the ‘Action in the neighbourhood’ assignment. The assignment has the following conditions for the neighbourhood activity and the presentation. It must:

• bring the people of the neighbourhood together,

• have a clear target-group,

• offer a solution to the neighbourhood’s problems / tie-in with the needs of the people in the neighbourhood.


• Each group presents their proposal for a neighbourhood activity.

• What is the winning idea according to the whole group?


Assignments:

What makes you special?

Unique or not?

Research in the neighbourhood

Neighbourhoods in action

Examples of Neighbourhoods in action

Cut-out page Neighbourhoods in action

Action in the neighbourhood

Learning materials


intro

> IDENTITY Everyone is different, every person is unique. ‘What makes you special?’ tells something about your identity.

produce

> ASSIGNMENT: What makes you special?

Show in words and images who you are. Show what makes you special. To help you on your way we offer some catchphrases. Try to show who you are using photos, drawings or words. Anything else? Feel free to add it!

What makes you special becomes clear in different ways: your activities; what you like; what you find important; your clothes; interests; friendships; talents; and everyday activities. All of these things show what makes you special.

tip

Have a look at your Facebook profile.

What do you show/share there about yourself?


!

ASSIGNMENT

family & friends

places I visit

hobbies & interests

culture, beliefs &

ideas

ME


introYou have shown who you are using words and images. What similarities and differences have you noted?

presentTake turns to give a short presentation of what you did for the assignment ‘What makes you unique?’

compareWhat have you learned about a classmate that you did not know before? What was most surprising? Which similarities have you found? Write them down for your group.


unique?Within your group and in the class similarities and differences can be found. Diversity is all about the differences between people.

In which way is ‘diversity’ clearest in your group? Think about culture, hobbies, religion, daily activities etc.)

Most Surprising

1. .................................................................................................................

2. .................................................................................................................

Most Surprising

1 .................................................................

2 .................................................................

3 .................................................................

Similarities

1 .................................................................

2 .................................................................

3 .................................................................

ASSIGNMENT


introJust as real researchers do, you are going to go into the school’s neighbourhood looking for answers to your research question. You will show the class what is characteristic about the neighbourhood and the people who live there.

steps• The research question

• How to research?

• Collecting information/data

• Answering the research question

the questionWrite down your research question as clearly as possible

..............................................................................................................................................

howWhat information will you need? How do you get that information? Are you going to take photographs? Will you ask people questions? Or count people? Will you use a map of the neighbourhood?

Write down and discuss how you are going to collect information?

..............................................................................................................................................

..............................................................................................................................................

..............................................................................................................................................

check!You now have an idea of the information you are going to collect and how you are going to use that to answer your research question. Before you continue: discuss your ideas with your teacher!

planAgree on how you are going to work and plan ahead.

Exactly what information are you going to collect?

Research in the neighbourhoodASSIGNMENT


planAgree on how you are going to work and plan ahead.Exactly what information are you going to collect?

For example, which questions will you ask the inhabitants? What exactly are you going to put in your pictures? Where are you going to do your research mostly?

..............................................................................................................................................

..............................................................................................................................................

..............................................................................................................................................

Who does what?

..............................................................................................................................................

..............................................................................................................................................

..............................................................................................................................................

out & aboutGo out! Undertake your neighbourhood research and find an answer to your research question.

presentDesign a poster outlining your research.

Include the following on your poster:

> the research question

> answer(s) to the research question

> information you collected: pictures, statistics, text, maps, etc.

Research in the neighbourhoodASSIGNMENT


introSix neighbourhood projects from across the world that bring people together and make the neighbourhoods nicer places. What do you think is a good idea? Why not?

look & readLook at and read about the six neighbourhood projects together. Cut-out the projects from the cut-out page and put them on the table.

sortWhich project appeals most? Which the least? Discuss this together until you completely agree as a group! Glue them below and answer the questions.

Neighbourhoods in Action

C D

Why ...........................................................

...................................................................

What is still missing ..................................

...................................................................

...................................................................

...................................................................

...................................................................

...................................................................

Which project would fit in the school’s neighbourhood? Why?

Project: .................................................................................................................................

Why: .....................................................................................................................................

..............................................................................................................................................

ASSIGNMENT


Six neighbourhood projects from across the world that bring people together and make the neighbourhoods nicer places. What do you think is a good idea? Why not?

Let’s Go UrbanAntwerp, Belgium

Leonardo Neighbourhood GardenBudapest, Hungary

Play StreetLondon, Great Britain

Neighbourhood Kitchen SouthRotterdam, The Netherlands

The SpotToronto, Canada

Streetsoccer StrategyZurich, Switzerland

Neighbourhoods in ActionEXAMPLES

Young people between 6 and 30 years old can attend lessons here in street-dance, theatre or music for a year. They can also sing together in a choir.

This allows them to further develop their talents. For a small contribution they can attend weekly lessons in a specially refurbished centre in the neighbourhood.

Let’s Go Urban was founded by a school teacher. He felt there was not enough attention on dance, theatre and music. He wanted to offer all young people an opportunity to discover their talents. Youth who do not attend school or whose home situation does not allow spending money on dance- or music classes are eligible to attend. In this way he wants to bring youth together and give them the opportunity to develop self-confidence. 800 youth attend one of the lessons at Let’s Go Urban weekly.

Let’s Go Urban — ANTWERP, BELGIUM

An empty lot in the middle of the city’s neighbourhood. There is now a neighbourhood garden where every inhabitant can grow vegetables on their own piece of land. Many families from the neighbourhood share a piece of the garden and work there together. There are other activities there in the summer as well. Films are shown and neighbourhood parties organised.

Many inhabitants of Leonardo Street did not know each other. Through the garden people from the neighbourhood from all kinds of different backgrounds now get together there.On top of that they receive training in gardening. Pupils from neighbourhood schools are being taught about flowers, vegetables and plants in the garden. More than 300 people are actively involved with the garden.

Leonardo Neighbourhood Garden — BUDAPEST, HUNGARY

Closing of the street to all traffic in the middle of a busy neighbourhood in London. Inhabitants can put in a request to have their street closed to traffic for three hours per week. The street can then be used to play, practice sports or socialise.

For a lot of children and youth playing outside can be difficult. There are hardly any playgrounds, squares or sporting grounds in the neighbourhood. Play streets was founded by parents who felt all children should have the opportunity to play outside. Children and youth play in the closed off streets and parents meet with each other as well.

Play Streets — LONDON, ENGLAND

In the Rotterdam’s Afrikaander neighbourhood people from all over the world live together. In the neighbourhood kitchen they come together to cook. They learn how to cook each other’s dishes enabling them to continue to grow as chefs and cooks. For a small contribution, other people from the neighbourhood can join for dinner.

The neighbourhood kitchen was started to provide people from the neighbourhood opportunity to meet. Today it is a real company. People from the neighbourhood, often without training or jobs, now have work in the kitchen. A number of chefs have even started their own catering business. They not only cook for the neighbourhood kitchen, but also for weddings and other parties.

Neighbourhood Kitchen South — ROTTERDAM, NETHERLANDS

A place of their own for youth from 13 to 30 years old. The Spot is in a neighbourhood where people from all over the world live. At The Spot youth from very different background come together to chill out. The dangers of drug use are discussed. Violence and drugs are major issues in this neighbourhood.

Youth came up with the idea of The Spot themselves. In The Spot they help each other. New young people in the neighbourhood are linked to someone who has been living there longer. This allows them to get to know new people quickly. They also learn about the neighbourhood and especially the dangers that can be found there.

The Spot — TORONTO, CANADA

A real soccer competition offered for free. Anyone can put together a team and enlist for this competition. Youth from completely different backgrounds are able to meet this way. The organisation provides pitches. The teams decide on the rules they use during the match, as there is no referee.

Practicing sports at a sports club costs a lot of money. For some youth in Zurich it is too costly to join a sports club. Through this free competition all youngsters, including those from poorer families, can start their own team. They take care of training and which rules to apply themselves. In this way they learn to cooperate and organise activities themselves.

The Streetsoccer Strategy — ZURICH, SWITZERLAND

✄

LEONARDO GARDENBUDAPEST, HUNGARY

PLAY STREETSLONDON, ENGLAND

KITCHEN SOUTHROTTERDAM, NETHERLANDS

THE SPOTTORONTO, CANADA

STREETSOCCER STRATEGYZURICH, SWITZERLAND

Cut-outs: Neighbourhoods in action

LET’S GO URBANANTWERP, BELGIUM


the challengeThe city council wants to invest in the neighbourhood of the school. It’s up to you to come up with a neighbourhood project. What fits this neighbourhood best? Do you have the winning idea?

conditionsThe city council has a few conditions. Your activity needs to:

> Bring the people of the neighbourhood together,

> Offer something the neighbourhood misses

> Offer a solution to the neighbourhood’s problems / tie-in with the needs of the people in the neighbourhood.

considerFor which group of people in the neighbourhood are you going to organise something?

..............................................................................................................................................

What is missing in this neighbourhood? What problems are there?

..............................................................................................................................................

ideasDevelop three ideas for a neighbourhood activity/project together. Try to be as original as possible!

1...............................................................................................................................................

2..............................................................................................................................................

3..............................................................................................................................................

choose:Choose your best idea together.

Which idea fits this neighbourhood best?

What is your winning idea?

Action in the neighbourhood!ASSIGNMENT


makeMake a presentation for your idea. Demonstrate:

> Who will be brought together?

> How will this make the neighbourhood a nicer place to live in?

> Where in the neighbourhood will this happen?

> Why is this the winning idea?

presentPresent your neighbourhood activity to the whole group.

Which group has the winning idea?

tipAdd visuals! What does your plan look like?

Action in the neighbourhood!

!

ASSIGNMENT


List of Sources

Background information on Divercities research

Divercities Project Leaflet (2013). Available on: http://www.urbandivercities.eu/reports/

Tasan-Kok, T., van Kempen, R., Raco, M. and Bolt, G. (2013), Towards Hyper-Diversified European Cities: A Critical Literature Review. Utrecht: Utrecht University, Faculty of Geosciences.

Enquiry based learning and place-based education

Gruenewald, D. (2003a). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3-12

Kahn, P. and O’Rourke, K. (2004) Guide to Enquiry-Based Learning, University of Manchester

Roberts, M. (2013) Geography Through Enquiry. Sheffield: The Geographical Association

Project Information: Neighbourhoods in Action

Available at http://www.urbandivercities.eu/reports/

Ahmadi, D. and T. Tasan-Kok (2014). Assessment of Urban Policies in Toronto, Canada. Faculty of Architecture and the Built Environment, Delft University of Technology.

Fabula, S., D. Horváth and Z. Kovács (2014). Governance arrangements and initiatives in Budapest, Hungary. Szeged: University of Szeged.

Kesten, J., M. Raco and C. Colomb (2014). Governance arrangements and initiatives in London, UK. London: UCL.

Plüss, L., W. Schenkel and P. Abegg (2014). Governance arrangements and initiatives in Zurich, Switzerland. Zurich: synergo.

Saeys, A., Y. Albeda, S. Oosterlynck, G. Verschraegen and D. Dierckx (2014). Governance Arrangements and Initiatives in Antwerp, Belgium. Antwerp: Centre on Inequality, Poverty, Social Exclusion and the City, University of Antwerp.

Tersteeg, A., G. Bolt and R. van Kempen (2014). Governance arrangements and initiatives in Rotterdam, the Netherlands. Utrecht: Utrecht University.


Photo creditsLet’s Go Urban, Antwerp https://www.facebook.com/letsgourban

Leonardo Garden, Budapest https://www.facebook.com/LeonardoKert

Play Streets, London http://wp.hackneyplay.org http://movementforliveablelondon.files.wordpress.com

Neighbourhood Kitchen, South Rotterdam https://wijkkeukenvanzuid.files.wordpress.com

The Spot, Toronto http://www.thespotyouth.org/

Street Soccer, Zurich https://www.facebook.com/laureusstreetsoccer

All maps retrieved from Google Maps https://maps.google.com

ColophonIf you have any questions or comments concerning this programme, please email us: [email protected]

Concept: Tine Béneker, Gideon Bolt, Johan van Driel, Ronald van Kempen Author: Johan van Driel Design: David Wills Copy-editing: Ton de Kraay, David Wills

This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under Grant Agreement No 319970 – DIVERCITIES. The views expressed in this presentation are the sole responsibility of the author(s) and do not necessarily reflect the views of the European Commission.

Documents

Report on the Educational Programme D...DIVERCITIES 319970 Deliverable 2.8 October 31, 2016 2 To be cited as: Dr. Tine Beneker, J. van Driel MSc, Dr. Gideon Bolt, in close cooperation