Suchergebnisse

Baukulturelle Bildungsangebote thematisieren den gebauten Raum und den damit verbundenen Gestaltungsprozess. Sie bieten ein soziales Bildungssetting und stärken die Selbstwirksamkeit, Kreativität und Teilhabe von Kindern und Jugendlichen. Baukulturelle Bildung ist ein multiprofessionelles Feld, in dem Baukultur als Querschnittsthema in Kooperation mit Vereinen, Stift ungen oder Museen bereits in Schule umgesetzt wird. Darüber hinaus bestehen Notwendigkeiten und Potenziale, dieses Angebot weiter auszubauen.

In most reflections on cross-cultural comparison, scholars assume that "cultures" can be relatively clearly demarcated spatially and that "space" itself is a given entity. However, theories such as the theory of refiguration of spaces have stressed both that it is important to deconstruct the category "space" itself and that social processes have been characterized by major spatial transformations since the mid-twentieth century. Based on this idea, in two FQS thematic issues scholars from various disciplines will ask what consequences the refiguration of spaces has for cross-cultural comparison and what one can methodologically learn from research on cross-cultural comparison about the analysis of refiguration of spaces. In the first issue, authors from sociology and historical sciences are focusing mostly on the methodological issues. In this article, we provide a frame for this debate by ordering the earlier discussion on cross-cultural comparison along four questions: Why do we compare? Who or what are we comparing where and when? How can we compare? What methodological conclusions can be drawn from the debate on cross-cultural comparison concerning the analysis of social processes across different spatial scales and time layers in order to assess causality?

This book examines a range of practical developments that are happening in education as conducted in urban settings across different scales. It contains insights that draw upon the fields of urban planning/urbanism, geography, architecture, education and pedagogy. It brings together current thinking and practical experience from German and international perspectives. This discussion is organised in four segments: schools and the neighbourhood; education and the neighbourhood; education and the city and finally, education and the region. Contributors cover a wide range of contemporary and significant socio-political aspects of education over the last decade. They reinforce emergent thinking that space and its urban context are important dimensions of education. This book also underscores the need for more research in the relationships between education and urban development itself. Current urban planning does not fully connect our understanding in education with what we know in the spatial and planning sciences. Accordingly, this release is an early attempt to bring together a growing body of integrated and interdisciplinary reflection on education theory and practice

Seit einiger Zeit werden Bildungswesen und Stadtentwicklung als wichtige Partner angesehen. Vielerorts wächst die Erkenntnis, dass es einer stärkeren Verschränkung der beiden Handlungsfelder bedarf, um den neuen Anforderungen an Bildungspolitik und -praxis sowie räumliche Planung und Entwicklung gerecht zu werden. 'Stadtbaustein Bildung' umreißt das Thema interdisziplinär und international auf unterschiedlichen Maßstabsebenen der Stadt- und Regionalplanung, des Städtebaus und der Architektur: Aus den Blickwinkeln von Forschung und Praxis werden aktuelle Entwicklungen und Erkenntnisse zu Bildungs- und Sozialeinrichtungen in ihrem lokalen Kontext sowie in Quartier, Stadt und Region präsentiert und diskutiert.

Urban planning is simultaneously shaped by and creates new (spatial) knowledge. The changes in planning culture that have taken place in the last decades - especially the so-called communicative turn in planning in the 1990s - have brought about an increased attention to a growing range of stakeholders of urban development, their interests, logics, and participation in planning as well as the negotiation processes between these stakeholders. However, while this has also been researched in breadth and depth, only scant attention has been paid to the knowledge (claims) of these stakeholders. In planning practice, knowledge, implicit and explicit, has been a highly relevant topic for quite some time: It is discussed how local knowledge can inform urban planning, how experimental knowledge on urban development can be generated in living labs, and what infrastructures can process "big data" and make it usable for planning, to name a few examples. With the thematic issue on "Spatial Knowledge and Urban Planning" we invited articles aiming at exploring the diverse understandings of (spatial) knowledge, and how knowledge influences planning and how planning itself constitutes processes of knowledge generation. The editorial gives a brief introduction to the general topic. Subsequently, abstracts of all articles illustrate what contents the issue has to offer and the specific contribution of each text is carved out. In the conclusion, common and recurring themes as well as remaining gaps and open questions at the interface of spatial knowledge and urban planning are discussed.

In Germany, a much-cited concept in recent years has been that of lokale Bildungslandschaften [local educational landscapes]. In this article, we focus on socio-spatial educational landscapes in the arrangement of a campus, which links the actors of education and urban planning to a specific leitbild, meaning a guiding principle in physical form and programmatic action. Therefore, an educational space designated as a campus includes constitutive dimensions of educational practices and a spatial reorganization of educational conditions, which are still to be discovered and investigated. We center our analysis on the perspective of children and young people as the main target group of this leitbild, as well as the perspective of the professional actors. In the following article, we give a brief overview of the characteristics of socio-spatial educational landscapes. We focus on the appropriation and atmospheres of access points and transitions, as well as patterns of use and spatial perception. After analyzing the ongoing development processes of socio-spatial educational landscapes as a campus, we adopt an internationally comparative perspective to research them.

"This book examines a variety of subjective spatial experiences and knowledge production practices in order to shed new light on the specifics of contemporary socio-spatial change, driven as it is by, inter alia, digitalization, transnationalization and migration. Considering the ways in which emerging spatial phenomena are conditioned by an increasing interconnectedness, it asks how spaces are changing as a result of mediatization, increased mobility, globalization and social dislocation. With attention to questions surrounding the negotiation and (visual) communication of space, it explores the arrangements, spatialities and materialities that underpin the processes of spatial refiguration by which these changes come about. Bringing together the work of leading scholars from across diverse range disciplines to address questions of socio-spatial transformation, this volume will appeal to sociologists and geographers, as well as scholars and practitioners of urban planning and architecture"--