Angela Million - Böcker

The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/9781003036159, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.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, this book 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.

Young people imagine, perceive, experience, talk about, use, and produce space in a wide variety of ways. In doing so, they acquire and produce stocks of spatial knowledge. A quite dynamic and ever-changing process by nature, young people’s production and acquisition of spatial knowledge are susceptible to many kinds of conditions—from those that shape their everyday routines to those that constitute historical turning points. Against this backdrop and drawing on a qualitative metaanalysis, the authors set out to discover what changes the spatial knowledge of young people has undergone during the past five decades. To that end, sixty published studies were sampled, analyzed, and synthesized to offer a meta-interpretation in terms of both the evolution of young people’s spatial knowledge and the refiguration of spaces. As such, this book will appeal to scholars conducting spatial research on childhood and youth as well as scholars interested in urban studies from diverse disciplines such as sociology, anthropology, geography, architecture, urban planning, and design.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. The Open Access fee was funded by Technische Universität Berlin

Young people imagine, perceive, experience, talk about, use, and produce space in a wide variety of ways. In doing so, they acquire and produce stocks of spatial knowledge. A quite dynamic and ever-changing process by nature, young people’s production and acquisition of spatial knowledge are susceptible to many kinds of conditions—from those that shape their everyday routines to those that constitute historical turning points. Against this backdrop and drawing on a qualitative metaanalysis, the authors set out to discover what changes the spatial knowledge of young people has undergone during the past five decades. To that end, sixty published studies were sampled, analyzed, and synthesized to offer a meta-interpretation in terms of both the evolution of young people’s spatial knowledge and the refiguration of spaces. As such, this book will appeal to scholars conducting spatial research on childhood and youth as well as scholars interested in urban studies from diverse disciplines such as sociology, anthropology, geography, architecture, urban planning, and design.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. The Open Access fee was funded by Technische Universität Berlin

The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/9781003036159, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.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, this book 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.

How do children learn about the spaces in which they live, play, and grow? Built Environment Education for Children and Youth is an essential guide to a dynamic yet fragmented field, bringing together educators, architects, spatial designers and planners, as well as cultural practitioners working in museums, schools, universities, architecture centres, professional bodies, networks and private practice, to explore how young people can meaningfully engage with their built environments. By engaging with the built environment, young people develop agency and spatial literacy that support their sense of belonging, underpin civic participation, and open up more equitable possibilities for shaping the places they inhabit. Grounded in a broad international evidence base—drawing on an analysis of 385+ Built Environment Education initiatives in institutional settings, 30 practitioner interviews and 15 in-depth studies—this book reflects BEE state of the art practice across world regions and contexts. Depicting innovative pedagogies and real-world examples, it charts a path towards a more cohesive and inclusive approach to built environment education and Baukultur. Whether you're an educator, designer, planner or policymaker, this engaging resource will inspire you to shape the future of built environment education— by strengthening the next generation’s capacity to understand and shape place, recognising children as spatial agents in their own right.

How do children learn about the spaces in which they live, play, and grow? Built Environment Education for Children and Youth is an essential guide to a dynamic yet fragmented field, bringing together educators, architects, spatial designers and planners, as well as cultural practitioners working in museums, schools, universities, architecture centres, professional bodies, networks and private practice, to explore how young people can meaningfully engage with their built environments. By engaging with the built environment, young people develop agency and spatial literacy that support their sense of belonging, underpin civic participation, and open up more equitable possibilities for shaping the places they inhabit. Grounded in a broad international evidence base—drawing on an analysis of 385+ Built Environment Education initiatives in institutional settings, 30 practitioner interviews and 15 in-depth studies—this book reflects BEE state of the art practice across world regions and contexts. Depicting innovative pedagogies and real-world examples, it charts a path towards a more cohesive and inclusive approach to built environment education and Baukultur. Whether you're an educator, designer, planner or policymaker, this engaging resource will inspire you to shape the future of built environment education— by strengthening the next generation’s capacity to understand and shape place, recognising children as spatial agents in their own right.

The book critically addresses the role of spatial methods in a transdisciplinary research-practice agenda regarding the promotion of urban sustainability throughout the globe with the aid of eight different, transdisciplinary approaches primarily based throughout the Global South and jointly penned by academics and practitioners. While the range of methodological discussions regarding research-and-practice collaborations between scientific researchers and local practitioners (based in NGOs, private firms or local government agencies) as well as independent policy-makers or artists for the purpose of urban sustainability has been thriving vastly over the last years, little attention has been paid to spatial methods in particular. This is not to mention their transdisciplinary use in urban contexts of the Global South. Resorting on empirical settings as diverse as Pretoria (South Africa), Porto Alegre and São Paulo (Brazil), Kolkata (India), Bangkok (Thailand) and Tshwane (South Africa) during the last four (partially Covid-19 pandemic) years as well as Tangerang (Indonesia) from 2001 to 2021, and San José (Costa Rica) between 2004 and 2007, the book sheds light on the following, twofold question: Which possibilities and limitations can spatial methods respectively unravel and encounter for transdisciplinary research and practice, in view of the SDG11 targets?By pursuing very diversified research-and-practice paths with the aid of specific combinations of spatial methods, each of the eight chapters makes evident the book’s central claim: the deployment of spatial methods in transdisciplinary projects for SDG11 has a transformative role. While some chapters especially highlight the personal dimension of the changes brought about to academics by the spatial-methodological, transdisciplinary experiments, others emphasize the academic reach of the spatial-methodological experience accomplished in and through transdisciplinarity.This is an open access book.

This book examines a range of practical developments that are happening in education as conducted in urban settings across different scales.

This book examines a range of practical developments that are happening in education as conducted in urban settings across different scales.

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.

Listening, experiencing, drawing or interpreting spaces: narratives, experiences, visualizations and discourses can be helpful for the empirical investigation of spaces. This interdisciplinary handbook presents a broad spectrum of established methods and innovative method development to capture and understand different facets of spaces. Instructive explanations and concrete examples make the varied qualitative methods of spatial research understandable and applicable across disciplines. The theoretical and methodological aspects of qualitative spatial research form the framework of this handbook.