Participatory education and challenges in a fragmented world A holistic approach to urban planning for a sustainable future
Abstract
In our
‘complex, fragmented urban world’ (Stoker,2000 ) ‘global problems are generated
at the local scale and should be solved there too’ (Condon,2008). Yet, neither
governments nor citizens take responsibility for the collective problems, while
political systems focus on short-term rather than long term benefits.
McIntyre-Mills argues, ‘policy and practice needs to consider social, economic
and environmental implications for all life’. The field of urban planning
exemplifies this. Key issues of democracy and participation in public policy
making at local and regional level; the role of the private sector and the
balance of markets, government and civil society; and a containerized approach
by government results in much urban planning failing to recognize future
consequences of current choices. Democracy needs to change to meet the
convergent social, economic and environmental challenges. McIntyre-Mills
recommends ‘both centralized controls to protect the global commons and
decentralized engagement to test out our ideas’. Urban planning also will only
succeed if it recognizes that ‘we need to be the subjects not the objects of
other people’s designs’ (McIntyre-Mills). However, participatory design is
complex and difficult and, while digital communication can potentially include
more voices, like any engagement it works best when complementing other
processes and ‘built around the needs, goals, and concerns of the potentially
engaged,’ (Leinghninger). Sarkissian therefore argues that urban planning needs
to take a holistic approach, ‘taking into account multiple layers and
components of social systems’ and to be long term focused. This paper explores
the means to do that.
Keywords
References
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