Valuating narrative accounts in participatory planning processes

Devos, Tim; Blust, Seppe De; Desmet, Maarten

doi:10.4324/9781315110332-2

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…She explains that stories help planners to expand practical tools, sharpen critical judgement and widen the circle of democratic discourse. The corpus of work of storytelling within spatial planning defines this process as one that can be highly vexed by myriad interests-often incompatible with each other-particularly when it comes to defining the cultural landscape and its meanings (e.g., Devos et al, 2018;Forester, 1999;Sandercock, 2003;Throgmorton, 1996;van Hulst, 2012). Van Hulst (2012) points to two strands of research: storytelling as a model of planning (the way planning is done) and storytelling as a model for planning (the way planning could or should be done).…”

Section: Co-creation and Storytellingmentioning

confidence: 99%

Cultivating Urban Storytellers: A Radical Co-Creation to Enact Cognitive Justice for/in Self-Built Neighbourhoods

Ortiz

2022

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We all carry an imperative to imagining collectively more just cities, to engaging more meaningfully with multiple urban actors and their different sensibilities through their stories. Storytelling helps to foster empathy, to understand the meaning of complex experiences, and, most importantly, to inspire action. With the rise of the digital era and new technologies at hand, we have an opportunity to redefine not only the way we tell, connect, and engage with our collective stories, but also how we work together in forming them. Based on the research design project <em>Patrimonio Vivo | Living Heritage</em>, grounded in the city of Medellín, this article illustrates the dynamics and potentials of co-creation with cultural organizations and creative teams through learning alliances. Our alliance among a cultural community centre, a cooperative of architects, a grassroot organisation and post-graduate students around the world used storytelling to propel an ecology of urban knowledges. Working online during the global lockdown, we mobilised stories of solidarity, care, memory, and livelihoods through the narrative of people, places, and organisations following their trajectories as the basis for the design of spatial strategies. This collaborative work aimed at contributing to the recognition of everyday spatial practices in self-built neighbourhoods as a form of “living heritage” of the city and a key building block for reframing a more progressive “integral neighbourhood upgrading” practice. I argue that using storytelling as a co-creative methodology, based on learning alliances, we can bridge the ecology of urban knowledges to foster cognitive justice and transform the current stigmatizing urban narrative of self-built neighbourhoods.

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Section: Co-creation and Storytellingmentioning

confidence: 99%

Cultivating Urban Storytellers: A Radical Co-Creation to Enact Cognitive Justice for/in Self-Built Neighbourhoods

Ortiz

2022

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“…In this regard, stories offer space for local perspectives that are difficult to mobilize and capture otherwise. Thus, they may provide planners with deeper insights into local situations, reflect on their own (personal or professional) positionality and raise awareness for voices that often remain unheard (e.g., Devos et al, 2018;Lake & Zitcer, 2012;Sandercock, 2003;Willinger, 2019).…”

Section: Knowledge Co-production Through Storytellingmentioning

confidence: 99%

Mobilising Situated Local Knowledge for Participatory Urban Planning Through Storytelling

Seydel

Huning

2022

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Participatory urban planning does not take place outside of social systems of privilege and discrimination; likewise, the negotiation of knowledge claims in planning processes is embedded in social relations defined by “gender,” “race,” and “class.” In this article, we argue that positionalities play out in the social construction of knowledge in participatory planning and that, consequently, a certain type of knowledge—typically represented by well-educated and resourceful residential groups—is privileged over other forms of everyday knowledge. We present storytelling as an inclusive approach to co-producing knowledge and reflecting on the extent to which the findings can be applied to participatory urban planning. This article is based on a three-year inter- and transdisciplinary research project based on real-world laboratories in two German neighbourhoods. Regarding feminist geographies, we first explore the role of power, positionality, and situated knowledge in shaping participatory planning, both theoretically and empirically. We outline the extent to which the methodological framework and the socio-spatial setting have an impact on the co-production of knowledge. We present insights from two storytelling interventions and reflect on the possibilities and limits of narrative knowledge production for participatory urban planning.

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“…In our explorative method we built on the process in Macassar, which employed narrative strategies to access situated knowledges. Devos, et al (2018) point to the value of embedding narrative modes within a participatory approach, where the 'story becomes an object of study' (Mitchell and Ugudo, 2003: 3).…”

Section: In His Wordsmentioning

confidence: 99%

Being-in-context through live projects: including situated knowledge in community engagement projects

Abrahams

Delport²,

Brown

et al. 2021

CriSTaL

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This paper explores the ‘live project’ as a pedagogical tool in architectural education in South Africa: one that allows educators and students, through pedagogies-in-context, to access and develop deeply situated knowledge(s) in the context of community engagement. We propose the concept of pedagogies-in-context as pedagogies in multiple overlapping contexts: the physical and social contexts of the higher-education institution, the intellectual, pedagogical, and political contexts of the curriculum, and the socio-economic contexts of educators, students, and communities. A live project allows for multiple ways of being-in-context – as students, educators, researchers, and community members. The paper employs an exploration of and critical reflection on one particular live project. Based on the critical reflection, we propose that in the South African context, live projects can be understood as enterprises to reconstitute situated knowledge(s), thereby empowering students and educators to rewrite their own experiences of learning and teaching by making meaningful connections with communities.

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Valuating narrative accounts in participatory planning processes

Cited by 5 publications

References 1 publication

Cultivating Urban Storytellers: A Radical Co-Creation to Enact Cognitive Justice for/in Self-Built Neighbourhoods

Cultivating Urban Storytellers: A Radical Co-Creation to Enact Cognitive Justice for/in Self-Built Neighbourhoods

Mobilising Situated Local Knowledge for Participatory Urban Planning Through Storytelling

Being-in-context through live projects: including situated knowledge in community engagement projects

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