Urban Arena Wiki - User contributions [en]

Children and urbanism

2021-03-18T11:18:05Z

KittiBaracsi: /* Further reading */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

*'''CriCity. Children and their right to the city''' Tackling urban inequity through the participatory design of child-friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto). They use an ethnographic, child-centred and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links to projects''
:* Ciudad grande: https://ciudadgrande.com
:* Periferias dibujadas: https://periferiasdibujadas.tumblr.com
:* CriCity: https://socius.rc.iseg.ulisboa.pt/cricity/ https://www.facebook.com/CRiCity-As-crianças-e-o-seu-direito-à-Cidade-102193284880221
:* Albayzín, patrimonio humano: https://www.youtube.com/channel/UCpZzLK42XzjdMaeXVzPi0Lw/videos

''Publications/reports''

==References==

Children and urbanism

2021-03-18T11:17:22Z

KittiBaracsi: /* Further reading */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

*'''CriCity. Children and their right to the city''' Tackling urban inequity through the participatory design of child-friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto). They use an ethnographic, child-centred and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links to projects''
:* Ciudad grande: https://ciudadgrande.com
:* Periferias dibujadas: https://periferiasdibujadas.tumblr.com
:* CriCity: https://socius.rc.iseg.ulisboa.pt/cricity/ https://www.facebook.com/CRiCity-As-crianças-e-o-seu-direito-à-Cidade-102193284880221
* Albayzín, patrimonio humano: https://www.youtube.com/channel/UCpZzLK42XzjdMaeXVzPi0Lw/videos

''Publications/reports''

==References==

Children and urbanism

2021-03-18T11:10:25Z

KittiBaracsi: /* Research-focused projects */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

*'''CriCity. Children and their right to the city''' Tackling urban inequity through the participatory design of child-friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto). They use an ethnographic, child-centred and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links to projects''
:* Ciudad grande: https://ciudadgrande.com
:* Periferias dibujadas: https://periferiasdibujadas.tumblr.com
:* CriCity: https://socius.rc.iseg.ulisboa.pt/cricity/ https://www.facebook.com/CRiCity-As-crianças-e-o-seu-direito-à-Cidade-102193284880221

''Publications/reports''

==References==

Children and urbanism

2021-03-18T11:09:59Z

KittiBaracsi: /* Further reading */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

'''CriCity. Children and their right to the city''' Tackling urban inequity through the participatory design of child-friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto). They use an ethnographic, child-centred and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links to projects''
:* Ciudad grande: https://ciudadgrande.com
:* Periferias dibujadas: https://periferiasdibujadas.tumblr.com
:* CriCity: https://socius.rc.iseg.ulisboa.pt/cricity/ https://www.facebook.com/CRiCity-As-crianças-e-o-seu-direito-à-Cidade-102193284880221

''Publications/reports''

==References==

Children and urbanism

2021-03-18T11:09:24Z

KittiBaracsi: /* Research-focused projects */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

'''CriCity. Children and their right to the city''' Tackling urban inequity through the participatory design of child-friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto). They use an ethnographic, child-centred and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links to projects''
:* https://ciudadgrande.com
:* https://periferiasdibujadas.tumblr.com

''Publications/reports''

==References==

Children and urbanism

2021-03-18T11:08:53Z

KittiBaracsi: /* Research-focused projects */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

'''CriCity. Children and their right to the city''' Tackling urban inequity through the participatory design of child-friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto). They use an ethnographic, child-centred and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city. More info: https://socius.rc.iseg.ulisboa.pt/cricity/ https://www.facebook.com/CRiCity-As-crianças-e-o-seu-direito-à-Cidade-102193284880221

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links to projects''
:* https://ciudadgrande.com
:* https://periferiasdibujadas.tumblr.com

''Publications/reports''

==References==

Children and urbanism

2021-03-18T11:08:30Z

KittiBaracsi: /* Research-focused projects */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

CriCity. Children and their right to the city''' Tackling urban inequity through the participatory design of child-friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto). They use an ethnographic, child-centred and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city. More info: https://socius.rc.iseg.ulisboa.pt/cricity/ https://www.facebook.com/CRiCity-As-crianças-e-o-seu-direito-à-Cidade-102193284880221

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links to projects''
:* https://ciudadgrande.com
:* https://periferiasdibujadas.tumblr.com

''Publications/reports''

==References==

Children and urbanism

2021-03-01T19:11:27Z

KittiBaracsi: /* Research-focused projects */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links to projects''
:* https://ciudadgrande.com
:* https://periferiasdibujadas.tumblr.com

''Publications/reports''

==References==

Children and urbanism

2021-02-26T18:49:35Z

KittiBaracsi: /* Research-focused projects */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

*'''CriCity. Children and their right to the city''' Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto). They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city. Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links to projects''
:* https://ciudadgrande.com
:* https://periferiasdibujadas.tumblr.com

''Publications/reports''

==References==

Children and urbanism

2021-02-26T18:49:16Z

KittiBaracsi: /* Further reading */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

*'''CriCity. Children and their right to the city''' Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto). They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links to projects''
:* https://ciudadgrande.com
:* https://periferiasdibujadas.tumblr.com

''Publications/reports''

==References==

Children and urbanism

2021-02-25T19:17:41Z

KittiBaracsi: /* Further reading */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

*'''CriCity. Children and their right to the city''' Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto). They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links to projects''
:* https://periferiasdibujadas.tumblr.com

''Publications/reports''

==References==

Children and urbanism

2021-02-25T19:16:03Z

KittiBaracsi: /* Research-focused projects */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

*'''CriCity. Children and their right to the city''' Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto). They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T19:15:34Z

KittiBaracsi: /* Community-based initiatives */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

* '''Albayzín, patrimonio humano (Albayzín, human heritage)''' is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

* '''Fare rione, fare scuola (Making neighbourhood, making school)''' The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T19:14:23Z

KittiBaracsi: /* Community-based initiatives */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T19:14:01Z

KittiBaracsi: /* Community-based initiatives */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

=====Albayzín, patrimonio humano===== (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

=====Fare rione, fare scuola===== (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:52:17Z

KittiBaracsi: /* 2: Interventions in the public space */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:52:09Z

KittiBaracsi: /* 1. Co-creating knowledge and practices with children */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:51:56Z

KittiBaracsi: /* 2: Interventions in the public space */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===1. Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====Community-initiated interventions====

====Municipal projects====

====Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:51:32Z

KittiBaracsi: /* 1. Co-creating knowledge and practices with children */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===1. Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====Community-based initiatives====

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====A: Community-initiated interventions====

====B: Municipal projects====

====C: Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:51:07Z

KittiBaracsi: /* C: Educational and other institutional contexts (for example schoolyards) */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===1. Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====A. Community-based initiatives====

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====B. Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====A: Community-initiated interventions====

====B: Municipal projects====

====C: Projects in educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:50:27Z

KittiBaracsi: /* C: Educational and other institutional contexts (for example schoolyards) */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===1. Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====A. Community-based initiatives====

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====B. Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====A: Community-initiated interventions====

====B: Municipal projects====

====C: Educational and other institutional contexts (for example schoolyards)====

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:50:11Z

KittiBaracsi: /* B: Municipal projects */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===1. Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====A. Community-based initiatives====

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====B. Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====A: Community-initiated interventions====

====B: Municipal projects====

===C: Educational and other institutional contexts (for example schoolyards)===

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:49:59Z

KittiBaracsi: /* A: Community-initiated interventions */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===1. Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====A. Community-based initiatives====

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====B. Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

====A: Community-initiated interventions====

===B: Municipal projects===

===C: Educational and other institutional contexts (for example schoolyards)===

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:49:40Z

KittiBaracsi: /* B. Research-focused projects */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===1. Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====A. Community-based initiatives====

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

====B. Research-focused projects====

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

===A: Community-initiated interventions===

===B: Municipal projects===

===C: Educational and other institutional contexts (for example schoolyards)===

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:49:23Z

KittiBaracsi: /* A. Community-based initiatives */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===1. Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

====A. Community-based initiatives====

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

===B. Research-focused projects===

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

===A: Community-initiated interventions===

===B: Municipal projects===

===C: Educational and other institutional contexts (for example schoolyards)===

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:49:07Z

KittiBaracsi: /* A. Community-based initiatives */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===1. Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

==A. Community-based initiatives==

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

===B. Research-focused projects===

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

===A: Community-initiated interventions===

===B: Municipal projects===

===C: Educational and other institutional contexts (for example schoolyards)===

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:48:52Z

KittiBaracsi: /* 2: Interventions in the public space */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===1. Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

===A. Community-based initiatives===

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

===B. Research-focused projects===

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

===A: Community-initiated interventions===

===B: Municipal projects===

===C: Educational and other institutional contexts (for example schoolyards)===

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:47:51Z

KittiBaracsi: /* Creating just and sustainable cities with children: database of initiatives */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

===1. Co-creating knowledge and practices with children===
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

===A. Community-based initiatives===

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

===B. Research-focused projects===

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

===2: Interventions in the public space===
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

A: Community-initiated interventions

B: Municipal projects

C: Educational and other institutional contexts (for example schoolyards)

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:44:53Z

KittiBaracsi: /* Creating just and sustainable cities with children: database of initiatives */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

A: Co-creating knowledge and practices with children
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

1. Community-based initiatives

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

2. Research-focused projects

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.
Website: https://socius.rc.iseg.ulisboa.pt/cricity/

B: Interventions in the public space
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

1. Community-initiated interventions

2. Municipal projects

3. Educational and other institutional contexts (for example schoolyards)

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:43:21Z

KittiBaracsi: /* Creating just and sustainable cities with children: database of initiatives */

Increasing children’s involvement in urban issues can lead to more sustainable and just cities. Their experiences often touch the most problematic issues of contemporary urban contexts.

==General introduction==
How can we create more just and sustainable cities from the children’s point of view? How can we produce knowledge on our cities in collaboration with children? How can we as scholars, urban planners or activists overcome our adultcentrism? What is the pandemic teaching us about justice and sustainability from the children’s point of view?

==Main insights on/for sustainable just cities==
''

==Creating just and sustainable cities with children: database of initiatives==
''[Describe how the project/initiative addresses (urban) (un)sustainability and/or (in)justice directly or indirectly, explicitly or implicitly. Max. 500 words.]''

A: Co-creating knowledge and practices with children
''[In this section, we are collecting initiatives that principally aim to understand children's vision of their urban contexts and their everyday practices, create knowledge together with them and/or raise awareness on their needs and ideas.]''

1. Community-based initiatives

Albayzín, patrimonio humano (Albayzín, human heritage) is a long term ethnographic research and collective learning together with children, families, volunteers and teachers in an elementary school of Granada, Spain, going on since 2018. The starting point of the research was questioning the notion of ‘heritage’ in a neighbourhood affected by gentrification and touristification. The experiences of those who habit and transit the neighbourhood - including the children - have been at the core of the process that works with multimodal methods, including audiovisual ethnography, storytelling, collective mapping, playing and other autoethnographic and peer-ethnographic practices.

Fare rione, fare scuola (Making neighbourhood, making school): The project was realised by Orangotango in 2018 as part of the HKW’s Schools of Tomorrow program. How can students benefit from local communities? How can schools make use of the students’ extra-curricular knowledge? And how can schools contribute to their neighbourhoods? In Barra, on the outskirts of Naples, the students explored how schools can become sites for social living and the exchange of diverse forms of knowledge, realizing their ideas using artistic means: in mappings, wall pictures, or audiovisual works, they uncovered the knowledge hidden in their neighbourhood.

2. Research-focused projects

CriCity. Children and their right to the city: Tackling urban inequity through the participatory design of child friendly cities. This project investigates children’s relationships with urban public places in the two major Portuguese cities (Lisbon and Porto).
They use an ethnographic, child-centered and participatory approach, considering children as ‘experts’ in this process. Children’s perspectives are then transposed into urban planning through a bottom-up participatory methodology, involving the local community and decision-makers, in order to design proposals for a child friendly-city.

B: Interventions in the public space
''[In this section, we gather initiatives that transform (public) space together with children through a co-creation process.]''

1. Community-initiated interventions

2. Municipal projects

3. Educational and other institutional contexts (for example schoolyards)

==Suggested key readings & links==
''[Suggest top 1-5 key readings and/or websites from the project/initiative that are most relevant for sustainable just cities]''

==Link to other Wiki-pages==
''[Add links to other possible Wiki-pages (approaches, projects/initiatives, users)]''
* [[Feminist perspectives for sustainable just cities]]
* [[Fridays for Future]]
* [[Communities for Future]]
* [[Experimentation labs]]

==Further reading==

''Links''
:*...

''Publications/reports''

==References==

Children and urbanism

2021-02-25T18:37:07Z

KittiBaracsi: /* Creating just and sustainable cities with children: database of initiatives */

Children and urbanism

2021-02-25T18:32:38Z

KittiBaracsi: /* Creating just and sustainable cities with children */

Children and urbanism

2021-02-25T18:25:50Z

KittiBaracsi: a structural change, adding another point