Opportunities and Constraints of ‘Internet-Assisted Urban Planning’ With Young People

Horelli, Liisa; Kaaja, Mirkka

doi:10.1006/jevp.2001.0246

Cited by 40 publications

(45 citation statements)

References 3 publications

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“…While longstanding practice in community psychology, public health, adult education, and international development as a means of engaging marginalized populations in projects that address conditions of oppression, PAR is becoming increasingly common as a means of promoting urban young people's engagement in improving their schools and communities (Cargo et al 2003;Nieto 1996;Shor 1996) and improving youth development outcomes (Mitra 2004). For example, youth researchers have advocated for policy changes to improve neighborhood food access (Breckwich Vásquez et al 2007) and reduce diesel bus emissions (Minkler et al 2006); educated communities regarding childhood obesity prevention (Findholt et al 2011) and the judicial system (Stovall and Delgado 2009); and participated in urban planning processes (Horelli and Kaaja 2002).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Participatory Research on Urban Teens: An Experimental Evaluation

Ozer

Douglas

2012

American J of Comm Psychol

124

140

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Although there is much practice of community-based participatory research in economically-developing countries and increasingly in North America, there has been little systematic assessment of empowerment effects. Youth-led participatory research holds particular promise for fostering positive development and civic participation among economically disadvantaged urban youth. The present investigation uses a clustered-randomized, within-school experimental design to test the effects of youth-led participatory research on the psychological empowerment of 401 students attending urban public schools. We find that attending a participatory research elective class during the school day was associated with increases in sociopolitical skills, motivation to influence their schools and communities, and participatory behavior. We found no significant effects for perceived control at school. The implications for participatory research and related youth development interventions are discussed.

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Section: Introductionmentioning

confidence: 99%

The Impact of Participatory Research on Urban Teens: An Experimental Evaluation

Ozer

Douglas

2012

American J of Comm Psychol

124

140

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“…Working in teams of three or four, the children were introduced to the professions and concepts in landscape planning and asked to produce a foam‐core model of their ideal community. Horelli and Kaaja (2002) note that children are capable of producing models. Materials for model production included a 2 foot by 2 foot “island” base, 48 picture images of community elements, unlimited pieces of foam core, modeling gravel, modeling grass, and modeling shrubs/trees.…”

Section: Methodsmentioning

confidence: 99%

“…Research has found that children possess an inherent spatial cognition (Blaut, 1969, 1987; Hart and Moore, 1971; Hart, 1987, 1997). Children are keen observers of their environmental setting, and are capable of analyzing and understanding their surrounding landscape (Lynch, 1977; Moore et al 1987; Horelli and Kaaja, 2002). Furthermore, experience from the 1970s and 1980s with the environmental movement, recycling, and anti‐drug programming shows that children through education can master skills and develop a value set that will serve them as adults.…”

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confidence: 99%

Landscape Planning Education: Utilizing a Design Charrette for Rural Children

Machemer

2006

J. Nat. Resour. Life Sci. Edu

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Although there are efforts underway to educate the public on landscape planning and land management, educational efforts geared toward children have been limited. This study recognizes the importance of landscape planning education, children's inherent spatial cognition, and their observational and creative skills. However, there are limited opportunities for children to be landscape planners and the elements children believe are important in the design and planning of their ideal community are unknown. Therefore, this investigation reports on an active teaching activity for children and presents a research study on children's perceptions and preferences in designing an ideal community. The participants are children between 3rd and 10th grade in a rural migrant farming community in Michigan. Foam‐core models were produced and analyzed to answer the following research questions: (i) what are the key dimensions of an ideal community and (ii) are there hidden patterns of preference? Using principal component analysis, 87% of what is important to the rural students regarding “ideal communities” can be explained. The first component represents what is familiar to the children, Their Place, and accounts for nearly 28% of the variance. This study also produced a conceptual spatial map of an ideal community for all of the student participants. The map reveals that a school provides a link to many other aspects of children's lives. The research and its findings provide a method for understanding children's perceptions about their landscape, and information on what constitutes an ideal community.

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“…Since the 1970s, experience in countries such as Finland, France, Norway, Switzerland and Italy has demonstrated that children are both skilled analysts of their environment and creative producers of ideas for its transformation. 18 Initiatives that allow children to get actively involved at different levels in the process of (re)shaping their communities show that their participation in community design is not only feasible but also valuable since it provides opportunities for social integration and physical enhancement. 19 Furthermore, as design is '.…”

Section: The Child As Environmental Actormentioning

confidence: 99%

Community design with children in Montreal and Guadalajara

Torres¹,

Lessard²

2007

Proceedings of the Institution of Civil Engineers - Municipal E

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This paper examines two community design projects that were carried out in 2004–2006 in Montreal, Canada and Guadalajara, Mexico as part of UNESCO's Growing Up in Cities programme. In both cases, children aged 8 to 16, in collaboration with students in architecture, landscape architecture and urban planning, evaluated their neighbourhoods and proposed physical transformations to improve outdoor spaces. The collaborative process made it possible to understand how children perceive and use their neighbourhoods, to increase children's environmental knowledge and skills, and to introduce students to participatory design. This paper discusses this participatory process, describes the characteristics of places that children perceive to be meaningful and determines what lessons in neighbourhood planning can be drawn from these experiences.

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Opportunities and Constraints of ‘Internet-Assisted Urban Planning’ With Young People

Cited by 40 publications

References 3 publications

The Impact of Participatory Research on Urban Teens: An Experimental Evaluation

The Impact of Participatory Research on Urban Teens: An Experimental Evaluation

Landscape Planning Education: Utilizing a Design Charrette for Rural Children

Community design with children in Montreal and Guadalajara

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