نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار، گروه شهرسازی، دانشکده هنر و معماری، دانشگاه گیلان، رشت، ایران.
2 دانشجوی دکتری، گروه شهرسازی، دانشکده هنر و معماری، دانشگاه گیلان، رشت، ایران.
چکیده
پداگوژی (آموزش و پرورش در زمینه‌های گوناگون) شهرسازی، نیازی زیرساختی برای مشارکت آگاهانه عمومی در مسیر تحقق برنامه‌های توسعه شهری بوده که باعث کمتر شدن خطاهای هر دو گروهِ مدیریت شهری و شهروندان، در فرایند برنامه‌ریزی تا اجرا می‌شود. نبود نگرش بلندمدت به تأثیرگذاری‌های عمیق آموزش‌های شهرسازی، پایین بودن باور و اعتماد به یادگیری مستمر و شکاف موجود میان محیط‌های آموزشی و حوزه‌‌های عملیاتی شهرسازی، از علل اصلی پرداختن به موضوع پداگوژی شهرسازی انتقادی در شهر خلاق رشت، به عنوان محدوده پژوهش است. رویکرد پژوهش کیفی است و بر اساس مصاحبه‌های عمیق نیمه‌ساختاریافته، با استفاده از روشِ استقراییِ نظریه داده‌بنیاد، 102 کد باز، 29 کد محوری و هشت کد گزینشی تجزیه و تحلیل شده‌اند. حجم نمونه شامل 15 متخصص از سمن(سازمان مردم نهاد) ها، اساتید دانشگاهی و مجموعه مدیریت شهری است. مدل مفهومی_ اجرایی حاصل شده نشان می‌دهد، «پداگوژی شهرسازی انتقادی» دارای پنج مرحله اصلی است که نیازمند طی نمودن گام‌هایی ترتیبی، شامل: 1.شناخت مسائل و بسترها (به عنوان شرایط عِلی)، 2. پذیرش و تعدیل تعارضات اجتماعی و فرهنگی (به عنوان شرایط زمینه‌ای)، 3. اصلاح رویکردهای ناکارامد پداگوژیکال (به عنوان شرایط مداخله‌گر)، 4. تحول مد‌ل‌های اجرایی با تقویت نهادهای پاسخگو و نقدپذیر (به عنوان راهبردِ کلان)و 5. توسعه محیط‌های یادگیرنده با مشارکت‌پذیری و مسئولیت‌پذیری ذی نفعان (به عنوان پیامدِ اصلی) است. در این الگو، شهر خلاق رشت تحت تأثیر دو رویکرد: 1. تأثیرپذیری از ابعاد آموزشیِ اهداف توسعه پایدار 2030، و 2. نقش‌آفرینی شهروندان خلاق است. نتیجه نهایی نشان می‌دهد اصلاح ساختارهای اجرایی و محتوایی در آموزش‌های جریانِ اصلی ضروری بوده، اما کافی نیست و دستیابی به محیط‌های یادگیرنده، نتیجه‌ای مؤثرتر و کارآمدتر خواهد داشت. بدین منظور تولید محتوا با ابزارهای متنوع در فضاهای شهری و مجازی، برگزاری رویدادهای آموزش‌محور با مشارکت تمامی ذی نفعان و تأمین زیرساخت‌های فیزیکی با مشوق‌های سرمایه‌گذاری، دولتی و یا جهت‌‌دهی اقدامات خیرخواهانه شهرسازی، پیشنهادات اجرایی پژوهش است.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
Developing a Conceptual-operational model of Critical Urbanism Pedagogy: A Case study of the creative city of Rasht, Iran
نویسندگان [English]
- Aliakbar Salaripour 1
- Mani Talebi Somesaraei 2
1 Department of Urban Planning, Faculty of Art & Architecture, University of Guilan, Rasht, Iran.
2 Department of Urban Planning, Faculty of Art & Architecture, University of Guilan, Rasht, Iran.
چکیده [English]
Highlights
The creative city of Rasht possesses material, spiritual, and social capital necessary for the development of Critical Urbanism Pedagogy.
Recognition and acceptance of socio-cultural conflicts can help correct ineffective approaches in urban planning education.
Expanding critical awareness of power mechanisms is central to sustaining and developing urban spaces through Critical Urbanism Pedagogy.
Creating learning environments and mainstreaming urban planning education requires infrastructure, content production, events, tool-building, and capacity-building in both physical and virtual spaces.
Extended Abstract
Introduction
Urbanism pedagogy represents a fundamental infrastructure for informed public participation in urban development processes. It reduces the likelihood of errors on the part of both urban management authorities and citizens during the planning and implementation stages. Despite its importance, urbanism education in many contexts—including Iran—has not received sustained attention. Its long-term impacts are often underestimated, and there exists a weak culture of continuous learning. Moreover, a significant gap persists between academic environments and operational fields.
In this context, the city of Rasht, recognized as a UNESCO Creative City of Gastronomy, provides a valuable case for exploring how Critical Urbanism Pedagogy can be developed. The city’s unique combination of material resources, cultural heritage, and vibrant social capital makes it a fertile environment for piloting innovative approaches to urban education.
The central aim of this study is to conceptualize the role, functions, and actors of Critical Urbanism Pedagogy in Rasht and to propose a conceptual–operational model that integrates theory with practice.
Theoretical Framework
The research builds on several related conceptual traditions:
Urban Critical Literacy: enabling citizens to question dominant urban narratives and uncover hidden power relations.
Critical Urban Learning: fostering awareness of the socio-political dimensions of urban development.
Critical Pedagogy of Place: emphasizing the spatial dimensions of justice, belonging, and cultural identity in education.
Critical Consciousness (Freirean tradition): promoting awareness of systemic inequalities and the capacity for transformative action.
Analysis of these traditions indicates that global concerns around equity, sustainability, and justice require translation into locally meaningful pedagogical practices. Thus, developing a specific language or grammar of pedagogy is crucial. For Rasht, this means situating urbanism education in the socio-cultural realities of the city while fostering awareness of citizenship rights and responsibilities.
The process entails:
Recognizing and addressing socio-cultural conflicts, rather than suppressing them.
Revising outdated pedagogical approaches that fail to connect education with lived urban experience.
Creating educational environments where critical awareness of space, power, and governance can be nurtured.
Ultimately, critical pedagogy in urbanism should result in both physical and symbolic spaces where citizens engage in collective reflection and action.
Methodology
The study adopts a qualitative grounded theory approach. Data were collected through semi-structured, in-depth interviews with 15 experts, including NGO representatives, university professors, education officials, and urban managers.
Open coding: 102 codes identified.
Axial coding: reduced to 29 categories.
Selective coding: condensed into 8 central themes.
This systematic process allowed the extraction of a coherent conceptual–operational model tailored to Rasht’s socio-cultural and institutional context.
Results and Discussion
The proposed model of Critical Urbanism Pedagogy in Rasht unfolds in five sequential stages, each linked to a specific pedagogical approach:
Identifying problems through Critical Urban Literacy: encouraging recognition of structural inequalities and deficiencies in urban governance.
Accepting and adjusting socio-cultural conflicts through Critical Urban Education: reframing conflicts as opportunities for constructive dialogue and learning.
Modifying ineffective pedagogical approaches through Critical Global Citizenship Education: aligning local education with global discourses on sustainability, equity, and democratic participation.
Transforming implementation models through Critical Urban Learning: empowering accountable institutions and promoting collaborative governance.
Developing learning environments through Critical Pedagogy of Place: creating inclusive physical and virtual environments that support long-term knowledge exchange.
These stages highlight that pedagogy is not limited to formal education but extends into urban space itself, conceived as a dynamic learning environment.
Operational strategies identified include:
Establishing civic discourse spaces, neighborhood educational centers, and specialized urban planning schools.
Mobilizing governmental support, philanthropic contributions, and private investment for civic infrastructure.
Producing content through traditional forms (documentaries, films, art) and contemporary tools (animations, apps, games, interactive platforms).
Expanding discourse-oriented virtual spaces to complement physical environments.
The findings suggest that while reforming curricula and institutional structures is necessary, it is not sufficient. True transformation in urban pedagogy requires creating learning environments where citizens, officials, and experts can interact critically and collaboratively.
Conclusion
The conceptual–operational model of Critical Urbanism Pedagogy for Rasht provides both theoretical insight and practical guidance. It underscores the need to cultivate critical awareness among citizens, enabling them to engage meaningfully with urban governance and planning processes.
The main outcomes are:
Establishing learning environments that maximize stakeholder participation.
Raising critical consciousness to challenge and revise existing educational and governance structures.
Linking local efforts with global agendas, particularly the 2030 Sustainable Development Goals.
Harnessing the creativity of Rasht’s citizens to co-produce knowledge and sustain educational initiatives.
In sum, Critical Urbanism Pedagogy is not merely an academic concept but an operational tool for fostering democratic, equitable, and sustainable urban environments. By integrating cultural assets, critical awareness, and participatory infrastructures, Rasht can serve as a model for other creative cities seeking to align urban development with educational innovation.
کلیدواژه‌ها [English]
- Critical Urbanism Pedagogy
- Creative City of Rasht
- Learning Environments
- Creative City Management
- Conceptual–Operational Model
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