Critical Urban Pedagogy
Learning alliances are crucial to develop this strand. I have led design based research with students and societal partners like in the project ‘Patrimonio Vivo | Living Heritage: a Tool to Rethink Moravia’s Urban Future’ that centres on the recognition of everyday spatial practices in self built neighbourhoods as a living heritage of the city. The co-creation of the Atlas of Living Heritage and the site of stories of migration are testimony of this process. Similarly, the project ‘Sheffield Otherwise: counter mapping the living heritage of diaspora and queer communities’, funded by the Centre for Critical Heritage Studies, unravels the design potentials of revealing the living heritage of communities that have been left out from official heritage narratives, urban policies and public space representations.
This strand centres on exploring with who and how to question and expand the ways we can engage and learn from the plurality of urban actors’ knowledges. Example of this is the project ‘COiNVITE: Activating Learning for Slum Upgrading through Transmedia Storytelling’ funded by UK GCRF-UCL. The project explores the power of transmedia storytelling for trans-local urban learning on Medellin’s ‘slum’ upgrading experiences. Results from this project have contributed to the debate on decolonisation in the field with the article ‘Storytelling otherwise: Decolonising storytelling in planning’ (in Planning Theory) and ‘Critical Urban Pedagogy: Convites as sites of southern urban practice, solidarity construction and urban learning’ (in IJURR).