University Graduate Syllabi for Urban Studies: a comparative perspective: China, EU, World (original) (raw)
The urban project. The end of degree project
2009
Ésta es una publicación que explica nuestra experien¬cia docente en la invención de estrategias para el territorio urbano, basadas en el proyecto como instrumento de in¬tervención; un método que presenta características de los planes a la vez que de los proyectos arquitectónicos, con ideas que van más allá del artefacto que proponen y del lugar estricto en que se implantan. Comoquiera que este libro se dedica a presentar los pro¬yectos fin de carrera de los estudiantes de Arquitectura que han elegido elaborar propuestas que siguen esta línea arquitectónico-urbanística. Desde nuestra joven Escuela de Arquitectura de Granada, quisiéramos ver arraigar y desarrollar algunos de los atributos que se presentanen el prólogo de Joan Busquets, destacado urbanista y pro¬fesor. Obviamente, la generosa autoriza-ción para publicar este texto, quiere significar para noso¬tros, y así lo sugerimos a nuestros alumnos y lectores, una referencia de calidad para seguir profundizando y mejoran¬do en el c...
Honours College Broadening Module: The Urbanization Question (HCRWB0205.2012.2013)
What is a city? What do we mean by “urban”? What are processes of urbanization and their implications for the analysis of cities? This research-tutored module engages learners with key writings in the international literature to address these questions via written assignments, learner led presentations, plenary discussion and feedback. Urban studies as a distinct field of analysis has flourished at the intersection of several disciplines for more than 80 years. At the heart of this tradition lies longstanding adherence to notions of “the city”, relations between social groups within the city and the ways cities connect to one other in a wider system of inter-urban relationships. Following work of critical urbanists like Harvey, Peck, Brenner and others, a core assumption of the course will be thinking beyond the city as static settlement pattern towards conceptualizing urbanization process under neoliberal globalization. Each session will address a different theme in contemporary urban studies, such as urban culture and society, methodologies for researching the city, urban politics and governance, planning for urban sustainability. Learners write summaries of articles from the international literature, give presentations, discuss ideas and provide feedback on the work of each other. A postsecular tour of Groningen (by bicycle) allows learners to relate conceptual ideas from the classes and literature to the field.
Environment and Urbanization, 2003
Alternate water supply arrangements in peri-urban localities: awami (people's) tanks in Orangi township, Karachi-Noman Ahmed and Muhammad Sohail Water, sanitation and hygiene in Bangladeshi slums: an evaluation of the WaterAid-Bangladesh urban programme-Suzanne Hanchett, Shireen Akhter and Mohidul Hoque Khan-summarized by Stephen Mezulianik and Vicky Blagbrough Understanding women's and children's needs Water, sanitation and urban children: the need to go beyond "improved" provision-Sheridan Bartlett Our needs, our priorities: women and men from the slums in Mumbai and Pune talk about their needs for water and sanitation-Meera Bapat and Indu Agarwal Assessing responses Are the debates on water privatization missing the point? Experiences from Africa, Asia and Latin America-Jessica Budds and Gordon McGranahan Drainage and stormwater management strategies for low-income urban communities-Jonathan Parkinson Water stress and city-region interactions Guadalajara's water crisis and the fate of Lake Chapala: a reflection of poor water management in Mexico-Etienne von Bertrab Urban and peri-urban agricultural production in Beijing Municipality and its impact on water quality
Article, 2017
that urbanization causes both prospects and challenges in the area where the urbanization process is taking place. However, the prospects and challenges of the urbanization up on farming community living adjacent to the urban are basically missing. The emprical studies indicated that urbanization process cause upsides and downsides not only within urban perse but also on the its peripheries.This study dedicates to study the prospects and challenges of urbanization on the farming community surrounding Finfinne with particular emphasis on livelihood. The paper employs both quantitative and qualitative research method to investigate the livelihood scenario or prospects and challenges of peri-urbanization process. The baseline finding revealed that living condition of the farming community were secured and stable. However, unchecked urbanization with alarming rate induced impacts on the overall living patterns of the farming community. Accordingly, living condition have been deteriorated. The growing land dispossession accompanied by inadequate and ineffective compensation packages caused impoverishment though urbanization brought up alternative livelihood strategies. This indicates that all the necessary care should be given not to evict the community haphazardly rather due attention should be given to the community’s preferences where to live and how to live. In addition, the government should subsidize the peri-urban farmers so to empower them in order to compete in the market and utilise its opportunities. For instance, the government can provide them awareness on the know-how of business plan and entrepreneurship skills.
Understanding and Governing Cities & Regions. Sciences Po Urban School 2022 Activity Report
Sciences Po Urban School Activity Report, 2023
R esonance. The Urban school resonates with the acceleration of social, political, technological, and economic change affecting cities and regions. 2022 was the year of the return of war in Europe. It was the year in which cities and regions, not only European, suffered droughts, famines, and floods. Vladimir Putin's Russia unleashed war in Europe: 8 million people were internally displaced. Just as many refugees sought refuge abroad, triggering the largest wave of refugees in Europe since the end of World War II. At the same time, in the five weeks following the invasion, Russia experienced the most extensive emigration since the October Revolution of 1917. Cities and regions were central to the concrete reception system, mobilizing solidarity, services, and innovations. The conflict in Ukraine triggered a series of chain reactions that affected the whole world, hitting it with an energy, economic, and food crisis. On 7 April 2022, the UN Food Price Index reached its highest level ever, with an increase of almost 20% in the cost of wheat and other grains, triggering a global food crisis. Resonance: it is helpful to start here. On 22 August 2022, a report by the Global Drought Observatory stated that 47% of the European continent was in the red alert category, the highest alert level: according to some historical sources, this was the worst drought experienced by European territories in the last 500 years. What the Observatory called 'the worst drought in at least 500 years' was triggered by rising temperatures caused by the climate crisis, which created unprecedented stress on water levels across Europe. Entire rivers have dried up, and fires have devastated more than 400,000 hectares of meadows and forests. Droughts and rising energy and grain costs have opened up a profound and perilous food crisis worldwide, which is more discussed by citizens than states and on which cities and regions are proceeding to invent and coordinate new public policy measures. Resonance: 2022 was also the year in which the women's movements in Iran testified to the whole world the need for gender equality, the fight against all discrimination, and the centrality of education and schooling in the processes of empowerment and citizenship. None of these events left us indifferent. As Christophe Robert, General Director of the Fondation Abbé Pierre, guest of honor at the Graduation Ceremony 2022, told us: 'The crises overlap and feed into each other. So here is the need to learn and deal with them together-the need to integrate economic and employment issues into the ecological transitions imposed on us. And therefore, to anticipate the risks of job destruction, train for these new jobs, accompany the change, and not wait until we are up against the wall to carry out the transformation. If we don't get everyone on board, we won't make it: the challenges are too great. " Get everyone on board: the Urban School is an open, porous, reflective center of intellectual effervescence. In 2022, we allowed ourselves to be profoundly questioned by the most dramatic events in cities and regions, and we wrote our severe road map for ecological transformation. Resonance is a fundamental pedagogical principle for training in the professions of urban governance and strategy: it could be translated as keeping oneself open to the world, a relationship with the world whereby it is not techniques and procedures that define inertia but the ability to grasp change and imagine ways of intervening. We questioned our training, teaching, and learning methods. We took stock in the depth of how our teaching and team projects enable students to prepare and have a solid foundation for tackling the significant health, ecological, food, infrastructure, solidarity, and local welfare problems that cities face and will increasingly face in the years to come. And we have learned three things. The first is that collegiality is the leading force for change in our Urban School. The foundations of this organizational style can be found in the tremendous pedagogical passion with which Patrick Le Galès founded and governed the Urban School. In 2022, we saw a transition of leadership, with new executive management and a new Dean, in a spirit of reflection and adaptation, without ruptures but with incremental innovations. A school that sees itself as a place of learning for all its components, not only the students but also the teachers themselves, with their research seminar, Cities are back in town. In this continuous dialogue and co-production of public knowledge, we found the energy to give ourselves an ambitious one-and three-year plan for environmental transformation. For example, we have closed an executive education master and reopened it with a new program all about ecological transition and the latest financial instruments available for the housing sector ecological transition (Executive Master of Sustainable Real Estate Strategy and Finance). Likewise, we have partnered with the National Institute for EDITORIAL TRANSFORMING CITIES AND TERRITORIES, CHANGING THE WORLD p.5 Urban Affairs and the Agence Française de Development to develop training for senior managers of Indian cities on ecological and digital transition policy instruments. Secondly, we have learned that we are passionate about sobriety and understand our limits. We are a school full of resources and research, and we do not want to be self-sufficient or self-centered. In no way are we enough. We recognize our limits; we seek new teachers, partnerships, and associative ties with alums. We have opened the school to refugee colleagues from Ukraine, listened to our most committed alums, and invited some of the mayors most exposed to the search for new water policies and solutions to climate change (including the mayor of Jakarta, Anies Baswedan). We opened masterclasses, webinars, keynote lectures, and seminars with practitioners, planners, and project managers engaged in major health promotion issues, combating heat islands, fighting drought, contrasting gender-based violence in public spaces and transport, and battling energy and food poverty. We took seriously the fundamental issue of the renovation of buildings and the problems related to building materials, questioning not only the techniques but also the policies that can make the sector evolve. We have also moved haphazardly and relentlessly to ensure two or three weekly seminars on these topics remain in resonance with the signs of transformation of our world. It is a real work on our limits, in the tradition of Sciences Po: a free school of political sciences, where not only credits and compulsory attendance count but also the set of seminars and opportunities for pluralist dialogue between researchers, students, and professionals. The third thing we have learned is never to simulate. More than ever, exposing students to the changes in our world, with its tragic intensities, requires us to think of education as a form of co-production of urban public knowledge. Students learn best and recognize what they do not know about ongoing transformations by learning as they are engaged in service to the common good. Our strength is an active pedagogy that uses teamwork to articulate formal knowledge and co-production of public knowledge. Learning expeditions, teamwork, and capstones make sense because they produce a form of public knowledge that is open, accessible, and available. Faced with the continuous acceleration of changes and crises that cities and territories have to deal with, to prepare students today, it is not enough to add courses and develop a new policy of comparative scientific research. This must be done; we are doing it and will not give it up! But more is needed: it is not only a question of themes but also the philosophy and method of education. In this direction, we renewed our commitment to the prize for the best short documentary by students on big cities within the MegaCities Shortdocs festival. For this, we set up and announced grants to help research-track master's students pay part of their travel and accommodation costs during fieldwork. And we co-organized our first short summer school on the themes of the city and aging to understand and govern the acceleration of demographic change in contemporary cities. This is how we conceived our lecture series on the Olympic and Paralympic Games, to think not only about budget and infrastructure issues but about the set of cultural, social, and political consequences in the Paris metropolitan area. The co-production between teachers, professionals, and students of urban public knowledge allows for a meaningful, dynamic, and transformative rapport between students and their environment. As sociologist Hartmut Rosa (2016: 298) puts it, resonance constitutes an experiential relationship based on the response rather than echo!