نوع مقاله : مقاله پژوهشی

نویسندگان

• میترا عظیمی ¹
• محسن افشاری ²

¹ استادیار، گروه برنامه‌ریزی اجتماعی، شهری و منطقه‌ای، دانشکده علوم اجتماعی، دانشگاه علامه‌طباطبایی، تهران، ایران.

² دانش‌آموخته کارشناسی ارشد، گروه برنامه‌ریزی اجتماعی، شهری و منطقه‌ای، دانشکده علوم اجتماعی، دانشگاه علامه‌طباطبایی، تهران، ایران.

چکیده

در عصر انقلاب شهری و همزمان با رشد روزافزون شهرنشینی، چالش­های جدیدی پیش روی شهرنشینان قرار می­گیرد که مواجهه صحیح با آنها نیازمند اتخاذ تدابیر نوین است. آموزش شهروندی یکی از پایدارترین و به صرفه­ترین اقدامات به منظور مواجهه مؤثر با این چالش­ها در آینده است. کارشناسان بر این باورند، حرکت در جهت توسعه پایدار و استمرار روندهای توسعه­ای در شهرها و محلات مستلزم وجود شهروندان آگاه، آموزش­دیده و مسئول است. از این رو، در بسیاری از کشورها ارائه آموزش­های شهروندی را از کودکستان­ها و مدارس آغاز نموده­ و از طریق تدوین و اجرای طرح­های توسعه­ای به ویژه در سطح محلات، این نوع آموزش­ها را به صورت فراگیر پیگیری می­نمایند. محله هرندی تهران واقع در منطقه 12 شهرداری، با وجود برخورداری از سابقه تاریخی و نیز ارائه خدمات ویژه در شبکه فعالیت­های اقتصادی شهر، یکی از نقاط کانونی آسیب­های اجتماعی در تهران قلمداد می­شود. به منظور کاهش این آسیب­ها تاکنون  بیش از 18 طرح توسعه­ای به اجرا گذارده شده است. بررسی این طرح­ها نشان می­دهد، برغم اهمیت و نقش آموزش شهروندی در کاهش آسیب­ها و مشکلات زندگی شهری، تمامی ابعاد و جوانب آن مطمح نظر برنامه­ریزان  قرار نگرفته است. حال در این پژوهش تلاش شده است تا مقوله آموزش شهروندی در طرح­های محله از منظر موجودیت و اثربخشی مورد سنجش و ارزیابی قرار گیرد. این تحقیق از نوع کیفی بوده و ضمن انجام تحلیل محتوای اسنـــادی،  مصــاحبه­های نیمه ساختمند با 15 نفر از مدیران شهرداری، کارکنان سمن­های فعال در محله و کارشناسان حوزه شهری انجام شده و تمامی داده­ها با استفاده از نرم افزار maxqda مورد تحلیل قرار گرفته­اند تا تصویر دقیق­تری از جایگاه آموزش شهروندی در طرح های توسعه محله هرندی ارائه شود. خروجی تحقیق حاضر نشان می­دهد، ضمن ضرورت توجه به تفاوت­های ساختاری محله هرندی با دیگر محلات شهر تهران، توسعه این محله و تخفیف آسیب­های آن نیازمند یک بازنگری ویژه در طرح­های توسعه محلی بر اساس شاخص­های آموزش شهروندی است.

کلیدواژه‌ها

• محله هرندی
• آموزش شهروندی
• توسعه محلی
• طرح های شهری

موضوعات

• برنامه ریزی شهری

عنوان مقاله [English]

The role of citizenship education in urban development plans: A case study of Harandi neighborhood development projects in Tehran

نویسندگان [English]

• mitra azimi ¹
• mohsen afshari ²

¹ Department of Social, urban and regional planning, Faculty of social planning, University of Allameh tabataba’i, Tehran, Iran.

² Department of Social, urban and regional planning, Faculty of social planning, University of Allameh tabataba’i, Tehran, Iran.

چکیده [English]

Highlights

Despite the implementation of more than 18 development projects, citizenship education in Harandi has not received sufficient attention.
Planners often prioritized physical infrastructure over educational empowerment, weakening long-term social sustainability.
For neighborhoods such as Harandi—characterized by multiple social and physical vulnerabilities—citizenship education is an inevitable necessity for sustainable local development.

Extended Abstract

Introduction

The Harandi neighborhood, located on the southern threshold of Tehran near the Cave and Customs Gates, holds both historical and strategic significance within the city’s urban network. Yet, it is simultaneously regarded as one of the main centers of social harm and deprivation. Over the past two decades, municipal authorities have attempted to address its challenges through the preparation and implementation of more than 18 development projects.
Despite these efforts, the neighborhood continues to suffer from deep-rooted problems such as drug abuse, poverty, unemployment, and marginalization. While physical and infrastructural projects have been extensively emphasized, the non-material dimensions of development—particularly citizenship education—have remained underexplored. This imbalance has limited the sustainability and long-term effectiveness of the implemented projects.
Accordingly, this study investigates the position of citizenship education in Harandi’s development projects, guided by three central questions:

What role does citizenship education occupy in Harandi’s development plans?
What are the key indicators of citizenship education at the neighborhood level?
What strategies can strengthen the position of citizenship education within future urban development programs?


Theoretical Framework

Citizenship education is widely recognized as a process through which individuals develop the knowledge, values, and skills required to engage constructively in society. From a democratic perspective, it is a cornerstone of building social capital, enhancing civic participation, and ensuring long-term urban sustainability.
The literature highlights six interrelated dimensions of citizenship education:

Legalism – awareness and compliance with laws and regulations;
Patriotism and collective responsibility – cultivating loyalty and attachment to the nation and neighborhood;
Respect for beliefs, minorities, and customs – fostering tolerance and cultural inclusiveness;
Responsibility – encouraging active commitment to personal and collective duties;
Civic awareness – understanding social rights, responsibilities, and public affairs;
Participation – promoting active involvement in decision-making and community improvement.

Democratic theories stress that citizens should be educated not only about their rights but also about their obligations, enabling them to contribute actively to society. In neighborhoods with high levels of vulnerability, such as Harandi, these dimensions are particularly vital, as they can mitigate social harms and empower residents to engage in positive and constructive behaviors.

Methodology

This study is qualitative in nature and employs a multi-step research strategy. Data were collected through semi-structured interviews with three groups: neighborhood mayors, members of non-governmental organizations (NGOs) active in Harandi, and urban studies experts. Five participants were selected purposefully from each group, yielding a total of 15 interviews.
Thematic saturation was achieved with this number of participants. Data were analyzed using coding techniques in MAXQDA software, allowing for the identification of recurrent themes, patterns, and gaps in citizenship education within existing development plans. Document analysis of 18 neighborhood projects further complemented the interview findings, offering a comprehensive picture of planning practices in Harandi.

Results and Discussion

The findings reveal a significant gap between the stated objectives of Harandi’s development plans and their actual implementation.

Among the six indicators of citizenship education, civic awareness and participation were relatively more emphasized in official documents. For instance, some plans included provisions for community workshops or participatory decision-making sessions.
However, critical components such as respect for beliefs and cultural diversity and legalism received minimal attention. This neglect has arguably reinforced cycles of distrust between residents and institutions, further exacerbating social harms.
Indicators such as patriotism and responsibility were superficially mentioned but rarely operationalized in concrete programs.

Interviewees, particularly municipal managers, acknowledged that physical improvements (e.g., road construction, façade rehabilitation, park creation) were prioritized over educational empowerment. NGO representatives emphasized that without strengthening civic responsibility and awareness of rights, infrastructural interventions alone cannot ensure sustainable transformation.
Comparative analysis of the 18 plans shows that those with modest educational components achieved relatively better outcomes in terms of community acceptance and participation. For example, initiatives involving local NGOs in training sessions for youth and women demonstrated higher levels of trust-building compared to purely physical projects.
These findings resonate with global research indicating that development projects in marginalized areas fail when social empowerment and citizenship education are overlooked. Scholars such as Banks and Holston have shown that without civic inclusion, physical regeneration often leads to displacement or deepened inequality.

Conclusion

The study highlights the critical role of citizenship education in the sustainable regeneration of socially vulnerable neighborhoods such as Harandi. Based on the analysis, six major contributions of citizenship education to local development can be identified:

Strengthening responsibility: Encouraging residents to take responsibility for their environment and community well-being.
Increasing participation: Enabling active engagement in civic and political affairs, thereby fostering collaborative governance.
Reducing social harms: Empowering individuals with knowledge of rights and responsibilities, which can reduce behaviors linked to addiction, violence, and marginalization.
Enhancing solidarity: Promoting mutual trust and cooperation among residents, reducing social fragmentation.
Raising legal awareness: Informing citizens of their rights and responsibilities under the law, thus improving compliance and social justice.
Empowering communities: Building local capacity to collectively address neighborhood problems and influence urban policy.

In summary, the neglect of citizenship education in Harandi’s past development projects has limited their effectiveness. Future planning must integrate educational empowerment alongside physical interventions, ensuring that residents are equipped not only with better infrastructure but also with the civic skills and awareness required for sustainable neighborhood transformation.

کلیدواژه‌ها [English]

• Harandi neighborhood
• Citizenship education
• Local development
• Urban planning
• Social sustainability