Document Type : Research Paper
Authors
Rasht Municipality employee - responsible for creativity and new technologies
Abstract
Formulating a Conceptual-Executive Pattern of Critical Urbanism Pedagogy
(Case study: Rasht Creative City)
Extended abstract
Introduction
Urbanism Pedagogy is an infrastructure requirement for informed public participation in the realization of urban development plans, which reduces errors by both urban management and citizens in the planning and implementation process. The lack of a long-term perspective on the profound effects of urbanism education, the low level of belief and trust in continuous learning, and the gap between educational environments and operational areas, are the main reasons for addressing the issue of critical urbanism pedagogy in Rasht creative city as a research study environment.
Theoretical Framework
Analysis of theoretical concepts and approaches related to "critical urbanism pedagogy" such as “Critical Urban Pedagogy”, “Urban Critical Literacy”, “Critical Urban Learning”, “Critical Pedagogy of Place” and “Critical consciousness” show that after identifying common global concerns, a specific language is needed to develop urbanism pedagogy. This grammar is based on understanding the socio-cultural issues of the society under study, and accordingly, raising public awareness of citizenship rights and commitment to social justice based on urban planning-oriented education is essential. In the continuation of this process, explaining socio-cultural conflicts and accepting the current situation leads to a review of pedagogical approaches. After that, strengthening critical awareness in spatial dimensions can be effective in improving urbanism pedagogy, insofar as this goal can be achieved by improving educational environments and creating a citizenship space based on urbanism knowledge and experiences.
Methodology
The research method is qualitative and using the grounded theory approach, in-depth semi-structured interviews were conducted and based on this, 102 open codes, 29 axial codes and 8 selective codes were analyzed. The sample size includes 15 experts from NGOs, university professors, education officials and urban management. The Rasht creative city is a member of the UNESCO global network, as the field environment of this research, and for UNESCO is very important that manage creative human resources to achieve sustainable development goals based on education.
Results and Discussion
The conceptual-executive model of "Critical Urbanism Pedagogy" of the Rasht Creative City, in accordance with the theoretical framework of the research, has 5 main stages that require sequential steps, including these stages: 1. Identifying problems and with the "Critical Urban Literacy" approach; 2. Accepting and adjusting social and cultural conflicts with the "Critical Urban Education" approach; 3. Modifying ineffective pedagogical approaches with the "Critical Global Citizenship Education" approach; 4. Transforming implementation models by strengthening accountable and critical institutions with the "Critical Urban Learning" approach; 5. Developing learning environments with stakeholder participation and accountability with the "Critical Pedagogy of Place" approach.
Conclusion
The final result shows that reforming the executive structures and improving the quantity and quality of content in mainstream education is necessary, but not sufficient, and in order to transform the pedagogy of critical urbanism, achieving learning environments will have a more effective and efficient result. To this end, producing content with various tools in urban and virtual spaces, holding effective educational events with the participation of all stakeholders, and providing various physical infrastructures through investment incentives, government, or directing charitable urbanism actions are the executive suggestions of the research.
Keywords
Critical Urbanism Pedagogy, Rasht Creative City, Learning Environments, Creative city Management, Conceptual-Executive Pattern.
Highlights
Rasht Creative City has material, spiritual and social capital to develop “Critical Urbanism Pedagogy”;
Recognizing and accepting socio-cultural conflicts to correct ineffective approaches in the development of urban planning education;
Expanding critical awareness of the power mechanism in maintaining and developing urban spaces in the process of Critical Urbanism Pedagogy;
Developing learning environments and publicizing urban planning education by providing infrastructure, producing content, holding events, tool-building and capacity-building in urban and virtual spaces.
Keywords
- Critical Urbanism Pedagogy
- Rasht Creative City
- Learning Environments
- Creative city Management
- Conceptual-Executive Pattern
Main Subjects
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