Course syllabus

Course-PM (course description)

ARK324 • Design and Planning for Social Inclusion • HT21 (22.5 hp)
Course is offered by the department of Architecture and Civil Engineering (ACE)
Master’s Programme Architecture and Planning Beyond Sustainability /MPDSD

Emílio Brandão • brandao@chalmers.se • 0762 343 647
Shea Hagy • shea.hagy@chalmers.se • 0709 847 067
Marco Adelfio • adelfio@chalmers.se

Design Studio ARK 324

Design & Planning for Social Inclusion

20 September 2021 – 14 January 2022

 

Welcome to the design studio Design & Planning for Social Inclusion within the master’s programme Architecture and Planning Beyond Sustainability. The design studio starts on Monday 20 September 2021 and ends on Friday 14 January 2022.

Introduction

The studio focuses on the so-called Million Homes Programme, a corner stone in the development of the Swedish welfare society. About one million modern homes were built from the mid-1960s to the mid-1970s, mainly in new settlements in the outskirts of towns and cities. In Sweden, the term förort (‘suburb’) commonly refers to such areas (rather than to those kinds of suburbia characterized by sprawl) and is usually connected to a negative imagery and socioeconomic problems and decay. Here, social segregation and marginalisation are a direct result of how policies regarding distribution of housing were applied in the last 40 years. Newcomers and refugees from countries in crisis were often given housing in these areas already distanced from the rest of the city, both geographically and (infra)structurally – these have been suitable areas for these groups due to the lower rental prices practiced by local housing companies in these areas. This has consequently created local communities with very low purchasing power and limited economic capital growth. In turn, and besides the obvious inequalities in access to resources, this situation resulted in a low interest for investments and maintenance from the main stakeholders in power. This kind of marginalised, large-scale, peripheral housing areas is the focus of discussions about segregation and social conflicts all over the industrialised world, and often pointed out as one of the most urgent challenges in our cities today, with a direct impact on the sustainable development of the local built environment. At the same time, there is a political and administrative debate going on in Sweden about the need for giant investments in upgrading these areas after more than four decades of insufficient maintenance, to comply with the new demands and regulations for sustainable living standards.

In the light of these challenges, especially since there are many indications of continuously increasing socio-spatial gaps and escalating social exclusion in Sweden, we need to put more emphasis on citizen participation and bottom-up perspectives in local planning and development of the built environment. In Gothenburg as in many other cities, new policies urge for dialogues with inhabitants, social impact assessments and co-creative processes. New methods and tools are constantly being developed for this and there is a growing demand of architecture, urban design and planning professionals that can carry out the tasks at hand and integrate them in their architectural design processes and practices. This studio has a focus on design and planning for social inclusion in the context of the Million Homes Programme.

Description of the studio

Through a series of exercises, lectures, seminars, workshops and an extensive architectural design project, this design studio elaborates with the challenges for built environment professionals (architects, designers, planners, engineers, human geographers, antiquarians, etc.) to contribute to sustainable development in Million Homes Programme areas, linking social and cultural aspects to e.g. environmental, technical, aesthetic, economic aspects.

The exercises include the use of different methods to analyse and map a wide variety of stakeholders involved, the studied area, its places, life and functions. These exercises are developed in close collaboration with people living or working in the respective project contexts. There is a specific focus on introducing and practicing different methods for citizen participation in co-creation processes, as an important dimension of working for social inclusion.

The rich programme with lectures, seminars and workshops involve practitioners and researchers with expertise in the studio’s key themes and methods, many of them with local connection but eventually also some international guests.

The main task is the project work, which is carried out in small groups. The studio’s projects are initiated in collaboration with several local stakeholders to connect to ongoing needs, real projects and urban development processes and give the students the possibility to develop skills for their future professions in an integrated way into their architectural projects and with a local and sustainable participatory impact.

The location-basis of the studio’s facilities is in Hammarkullen, providing a unique possibility for the students to get a very close relation to one area representing the studio’s context.

More details regarding the location and facilities for the studio (including constrains related to the covid-19 pandemic) can be found further below under the section Studio Location.

Aim

The studio will give knowledge and practice about how to work with challenges and opportunities for sustainable architectural and urban development of suburban areas built in the 1960s and 70s as part of the Swedish Million Homes Programme. Social aspects of sustainable architectural and urban design and citizen participation are specific focus areas. The students should express the learning outcomes in the studio mainly through their design projects and individual reflections.

Main Learning Outcome

Since the studio engages with the local suburban context in Gothenburg and its relevant stakeholders, its way of working reflects what happens in the architectural practice, where the complex problems of the built environment need to be tackled through dialogue and negotiations with local actors. At the end of this studio the students will be prepared to work as professional architects, planners, designers, engineers, human geographers, antiquarians, etcetera, in architectural design, planning and reconstruction of suburban areas from the Million Homes Programme – linking social aspects to e.g. environmental, technical, aesthetic, economic aspects of sustainable development.

Learning Objectives

The learning objectives are here presented in five themes, which are equally valued.

1. Analysis
   Be able to describe and analyse the local context of a Swedish Million Homes Programme area…
   a) ...regarding its physical environment, including such as natural landscape, infrastructure, spatial configuration, buildings and historical development


   b) ...regarding its sociocultural characteristics, including such as demographic patterns, cultural identities, living conditions, governance and social networks


   c) ...taking into account the potential differences in perspectives between different groups among people living and working in the area, planners and other relevant actors

   d) ...relating to important global trends and issues, such as segregation, gender inequalities, ethnic discrimination and climate change
   
   
2. Participative tools and methods
   Be able to carry out planning and design projects in collaboration with citizens, employees and other local actors…
   a) ...choosing/(re)designing appropriate participatory tools and methods


   b) ...applying, examining and analysing these tools and methods as part of the project work
   
   
3. Design methodology and skills
   Be able to design a proposal that aims to contribute to sustainable development in the studied area…
   a) ...emphasising social and cultural aspects and the improvement of living/working conditions
   b) ...taking departure in existing local conditions (both physical and sociocultural)


   c) ...using knowledge and skills related to the profession of architects, planners, designers, engineers, antiquarians, etcetera
   
   

4. Presentation and communication
   Be able to communicate the work in a good way to a broad target group of local and external actors…
   a) ...in an oral stage presentation


   b) ...in an exhibition with posters and optionally models and other exhibition materials
   
   

5. Critical reflection
   Be able to analyse and reflect critically upon your own practice in your project work…
   a) ...regarding your role in the project group
   

b) ...regarding your project work in relation to the local community


   c) ...regarding your design proposal and such as potential conflicts between different aspects of sustainability, and between different stakeholders' interests
   
   

Formal Specifications for the Course

Course code at Chalmers: ARK324

22,5 ECTS higher education credits

Grading: TH - Fail, 3, 4 or 5

Education cycle: Advanced level

Main field: Architecture

Department: Architecture and Civil Engineering

Teaching language: English

Study period: 1–2, Autumn term 2021

Credit distribution: At the end of study period 2

Examiners and teachers

Examiner, main responsible and supervisor: Emílio da Cruz Brandão, brandao@chalmers.se

Teacher, coordinator and supervisor: Shea Hagy, shea.hagy@chalmers.se

Teacher, coordinator and supervisor: Marco Adelfio, adelfio@chalmers.se

Schedule information

The studio start is in the end of September, right in the middle of study period 1 and goes on until the end of study period 2 in January 2022.

A calendar overview for the entire course can be found on Canvas. During the weeks preceding the start of the course, more information will be made available also on Canvas (https://chalmers.instructure.com/) under the event with the course code ARK324. Students get access to the course material at Canvas, after admission and respective course registration.

The daily schedule for booked events is between 8:00-17:00 (with short breaks within every 1 hour working session) and the following is the general daily structure with 8 sessions (some exceptions may occur):

• 8:00-8:45
• 9:00-9:45
• 10:00-10:45
• 11:00-11:45
• 13:15-14:00
• 14:15-15:00
• 15:15-16:00
• 16:15-17:00

Studio Location for 2021

The course’s main location is in the study area of Hammarkullen, in the studio’s facilities (the former Centre for Urban Studies).

Under normal circumstances, the first part of the design studio would consist of intense weeks with many lectures and interaction with citizens, organisations and local employees, often out in the field. In the project work phase, some of the groups that would work in other areas outside of Angered could possibly be provided with borrowed working spaces close to their respective project areas, to organize project related events such as participatory workshops. The last weeks are usually also intensive, with exhibition and public presentations in Hammarkullen, and a co-evaluation of the design projects with invited stakeholders.

But due to the current covi-19 pandemic, Chalmers regulations and the need to minimize risks for the spread of the virus, this Autumn 2021 the studio will be run partly at distance and partly physically present. The planning of the studio follows thoroughly Chalmers central instructions and recommendations and a detailed risk-assessment has been made to all of the course events in order to adjust the plan and structure of the studio to the mentioned circumstances and imposed limitations.

In order to provide the students with a working place, a max 3 days every week (limitation due to the demands for cleaning and ventilation of facilities under the pandemic) have been settled for giving the chance for the students to use the studio’s facilities in Hammarkullen, which are very well equipped for supporting the type of dynamic group work that the pedagogy of this studio entails. Please consult the course’s calendar on Canvas in order to orient yourself throughout these matters and don’t hesitate to contact the course teachers in the case you have any questions.

Here you can check which days the spaces in Hammarkullen are available for you to use them:

Social Inclusion 2021 - use of spaces in Hammarkullen.pdf

Address for the facilities in Hammarkullen:
The address is Hammarkulletorget 62B (the entrance is in front of you when you exit the tram station, and it’s between the Folkets Hus and the library), then take the elevator or the stairs up to the 7^th floor. The door code up there is: 7901. You can get to Hammarkullen with tram 4, 8 or 9 from the city centre and towards Angered, then get off at the station “Hammarkullen".

Start

Please note with special attention that the course will start on Monday 20^th of September at 8.30 online and via Zoom. The details for this and all other sessions in the studio are provided in the studio calendar on Canvas.

Course Structure

Social Inclusion 2021 - general structure_210909.pdf

This is a full-time study course. The workload according to Chalmers policy and agreement between the Architecture programmes and the Student Union is of 40 hours a week of scheduled activities + 5 hours a week of homework activities. The course consists of lectures, seminars, workshops, study visits, exercises, literature studies, project work of an architectural or urban design project, presentation and critique. This is a preliminary brief overview of the curriculum, which includes:

• Impressions regarding the context
• Introduction to theory and key concepts within socially sustainable architecture and planning
• Observations, analysis and understandings of the context and the key stakeholders
• Reflections and collaborative engagement in subjects
• Focus and delimitation of project work
• Dialogue and participation in action
• Experiment, improvise, co-create (co-initiate, co-analyse, co-design, co-implement, co-evaluate)
• Project work in smaller groups (including collaborative-learning and group dynamics)
• Joint interactive exhibition, presentations, evaluation
• Critical reflection, feedback

The course is divided into three parts following the course’s motto “TUNE IN + IMPROVISE + PERFORM” and organising the course modules to be based on the 5 stages of co-creation processes, and the individual critical reflection.

The first four weeks is the TUNE IN part, composed by the co-initiation and the co-analysis modules:

• Co-initiation (2 weeks): here you will learn about Hammarkullen and the North-eastern and Eastern districts of Gothenburg – the main local settings for the master studio – and the people living and working there. During this period, you will gradually develop knowledge and understanding of the course’s (theoretical and conceptual) subjects that you will approach and work with during the long project work. On the second week, after a co-initiation workshop together with invited guests representing local stakeholders, you will start to work with your projects in smaller groups (3-5 students). On this week you will define the group’s direction and main goals through a group dynamics workshop and address the project’s structure through the mapping and analysis of stakeholders.
• Co-analysis (2 weeks): in the first week you will engage with the Ukudoba-method of co-analysis through a workshop for collaborative collection and mapping (with specific digital tools) of quantitative and qualitative data related to the project. In the second week you will use audio-visual methodologies and tools to create a narrative concerning the background and context of your project. These audio-visual narratives, usually take part of an installation at a local cultural event, the Hammarkullen Culture Walk. This year due to the cancellation of the Culture Walk, another type of installation will be co-planned with the students.

The next period is the IMPROVISE part, composed by the co-design module:

• Co-design (6 weeks): this module has a strong focus on the moderation of dialogue processes, the collaboration with the closest stakeholders, users, and other directly interested actors for each specific project and respective problem formulation. Such processes are rarely linear and skills such as re-planning, adaptation and improvisation in combination with your creative approach to all types of encounters will help you to define the purpose, formulations, guidelines and proposal of your design project.
  • Methods: You will receive the support of 3 practical workshops focusing on methods of co-design that you must use in your processes (how to run online participatory workshops, how to develop games for co-design, how to use hand-built models in dialogue processes).
  • Progress: The progress of the co-design will be followed by constant supervision and a series of sequential moments and achievements: the project plan (defining the project goals); 3 project target goals (minimums: target goal 1: structured contact with stakeholders; target goal 2: a first co-design workshop has been run; target goal 3: a second co-design workshop has been run). This period also includes a midterm feedback session of the current state of the project work with guest teachers.

The final part of the studio is the PERFORM part. In this period of around 5 weeks, you will work with the modules of co-implementation, reflection and co-evaluation.

• Co-implementation (3 weeks): this module starts with the 80% seminar. After that, you will finalize the design process and synthetize the project work. A selection of material from the project shall be composed into a clear narrative and an interactive digital exhibition. This exhibition, in the style of a common co-design workshop, will be shared with your colleagues, the public, local citizens and most importantly all of the stakeholders involved in the studio, in order to collect their input and feedback. The point is that this input shall be used into the finalization of the project work until the end of the studio.
• Reflection (self-study days during Christmas break): one of the most important assignments of this studio is the individual critical reflection. Even though the hand-in of this assignment is only at the end of the studio, the contents and experiences to reflect about should be collected throughout the whole semester. The assignment is composed of written and graphical components that should be summarized when the studio is reaching to its end. This is a moment for introspection and critical reflection about the learning experience throughout the studio, with an implicit connection to the subject of collaborative learning. In the last day of the studio there will be a whole group seminar to discuss the most important topics brought up in the reflections.
• Co-evaluation (last week): in this studio, we want to have the stakeholders’ feedback, but we also want to give something back to the community. A collaborative evaluation of your projects will take place in the last week and with the involvement of the main experts, the main stakeholders for each project. Here, the projects will be discussed with the respective stakeholders, in order for you to receive feedback on the entire process, outcome and collaboration. This event includes a formal hand-over of a project package for the stakeholders to continue with the work on the respective projects.

Examination

Grading: TH - Fail, 3, 4 or 5

As a minimum, to pass the course and receive a grade, you need:

• Presence at all scheduled activities (both virtual and physical ones) is required. Some absence can be accepted if there are legitimate reasons (e.g. temporary sickness). In other cases, supplementary assignments have to be handed in in order to compensate for absence (e.g. written reviews on literature). Non-compensated absence will negatively influence the grades;
• Active participation at seminars, workshops and in group work;
• Course participation and exercises of sufficient quality (i.e. that fulfils the course objectives and presentation requirements);
• Delayed submission of hand-ins without any approved motivation will negatively influence the grades;
• Electronic course evaluations should be filled in.

Criteria for grading (3, 4 or 5) of the different parts in the course is found in the Assessment and Grading table available in the course folder on Canvas here:

02_Social Inclusion 2021 - Assessment & Grading.pdf

The balance of the examination throughout a grading scale across the different assignments and in relation to the different learning outcomes is found in the document Evaluation Matrix, available on Canvas here:

03_Social Inclusion 2021 - Evaluation matrix.pdf

Expected deliveries are:

1. Project group assignments should be collected in a project logbook following and compiling the different stages of the project in relation to the different modules of the co-creation process:
   • Co-initiation: project definition sheets and mapping and analysis of project stakeholders;
   • Co-analysis: digital presentation of collected data in the collaborative analysis of the project context, and audio-visual narrative piece for installation (at the local Culture Walk event) and respective documentation;
   • Co-design: at 5 moments (projects targets 1, 2, 3, at midterm session and 80% seminar) and in different formats, present a selection of core project material that progressively shows: background, purpose, methods, the project process and methodology, a collaboratively designed proposal, spatially contextualized key results within different conceptual parameters and main discussion points;
   • Co-implementation: digital interactive exhibition of the studio project, using different types of graphics (illustrations, drawings, diagrams, etc.) and various media, presenting the studio’s project and communicating the work process and spatially contextualized results to different sorts of audiences;
   • Co-evaluation: detachable A5 participatory pamphlet resuming and presenting the main methods and participatory process of the project; summary of co-evaluation workshop and hand-over documents, next steps project sheets and collaborative studio poster.
2. Individual assignments comprising of:
   • Literature review and contribution to literature seminar;
   • Individual critical reflection on the learning experience in relation to the studio’s themes (eg. the understanding of the context, the professional role in the local context, experience of collaborative learning, challenges of group work), and personal thoughts about the student’s pedagogical process and future professional perspective.
3. Other group assignments:
   • Digital material results from the 2 group dynamics workshops.

(the project logbooks from the previous year will be available for consultation at the studio’s small library in the Hammarkullen working spaces and a selection of previous digital logbooks will be made available as a reference)

Changes from last year

The course has been changed to match the students’ feedback through the course evaluation survey, the available teaching resources, the current restrictions and recommendations from Chalmers regarding the covid-19 pandemic and to avoid the spread of the virus. The main changes for this year include:

• The first week is significantly less loaded (less lectures and compulsory  moments), giving more time for literature reading;
• The course this year includes a special focus on critical practical application of gender equality and norm-critique in design processes;
• The workshop on Stakeholders was expanded to 2 days to give a better timeframe for learning the important contents;
• The studio participates every year in a local event in Hammarkullen called Culture Walk. This year the event has been cancelled by the organisers. Therefore the studio will co-plan together with the students for another type of intervention/installation of the work from the Audio-Visual Narratives.
• Tutorials are structured around a dedicated tutor per project with extra tutoring from course examiner on every second week. Tutorial sessions are in this way happening more often and longer sessions;
• The workshop on how to organize and prepare for online participatory workshops has been substituted by a free online Miro course;
• The role of the midterm sessions is now made clearer and more specifically aligned with the topics of the proceeding week (GENDER, NORM, GAMES);
• The co-evaluation workshop was split into 2 parts, one preparatory before Christmas break and the second in January, after the next-steps workshop. This guarantees and more integrated pedagogical process;
• Distance teaching for almost all events with the whole class has been adopted as a solution to address the Chalmers recommendations due to the current pandemic and a risk assessment has been made to all course events.

Previous projects

The digital exhibition from the studio in 2020 is still available online here: EXHIBITION : SOCIAL INCLUSION 2020 

Recent samples of project work and respective logbooks are available in the studio’s gallery room at the Hammarkullen facilities. And you are very welcome to read earlier reports made in this design studio for some years ago – they are publicly available online at the course’s website (http://suburbsdesign.wordpress.com/).

Literature

An extensive (physical) library of most of the course’s literature is available for consultation at the studio’s facilities in Hammarkullen (you must register in an available paper whenever you borrow any books).

A comprehensive and updated literature list will be available on Canvas when the studio starts.

There will also be a separate compulsory literature list for each of the literature seminars.

The following is a list of a selection of the more general literature to choose from if you want to read something before we start:

General literature

Awan, Nishat; Schneider, Tatjana; Till, Jeremy (2013). Spatial agency: other ways of doing architecture. Routledge. Ebook available through Chalmers Library

Blundell Jones, Peter, Doina Petrescu and Jeremy Till, Eds. (2005). Architecture and Participation. London and New York, Spon Press, taylor and Francis Group. Key chapters: 1 and 5.
Book preview available on Google Books: https://books.google.se/books?id=xVKm6aEhdwcC&printsec=frontcover&hl=es&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Cavagnaro, E., & George, H. (2017). "The concern for Social Development". The three levels of sustainability. Routledge (p.51-73)

De Carlo, Giancarlo (2005), 'Architecture's Public', in Architecture and Participation, ed. by Peter Blundell Jones, Doina Petrescu and Jeremy Till, Abingdon: Spon Press, pp. 3-22.

Doucet, I. (2015). The Practice Turn in Architecture. Brussels after 1968. Routledge. Key chapter: Interstitial Activism: pp.79-109
Book preview and almost entirely readable on: https://books.google.se/books?id=QAL9oAEACAAJ&pg=PA79&hl=es&source=gbs_toc_r&cad=3#v=onepage&q&f=false

Gehl, Jan (2011). Life Between Buildings: Using Public Space. Reykjavik, Island Press.
Book preview and fully readable chapter 1 on: https://books.google.se/books?id=X707aiCq6T8C&printsec=frontcover&hl=es#v=onepage&q&f=false

Hall, Thomas and Sonja Vidén (2005). "The Million Homes Programme: A Review of the Great Swedish Planning Project." In: Planning Perspectives 20(3): 301-328.

Hamdi, Nabeel (2004). Small Change. About the art of practice and the limits of planning in cities. New York: Earthscan. Key part: Part 3.
Book preview and almost entirely readable on: https://books.google.se/books?id=-JB4JYQjawgC&printsec=frontcover&hl=es#v=onepage&q&f=false

Holgerssonm Helena; Thörn, Catcharina; Thörn, Håkan; Wahlström, Mattias. (2010). (Re)searching Gothenburg. Essays on a changing city. Hässleholm: Glänta production

Petrescu, Doina; Trogal, Kim (2017). The Social (Re)Production of Architecture. London, Routledge

Roussou E., Brandao E., Thuvander L., Adelfio M. (2019) Social Inclusion When Community Outreach Becomes The Core Of Architectural Education. Chalmers University of Technology
Available here: https://research.chalmers.se/en/publication/511204

Shirazi M. & Keivani R. (2019). Social Sustainability Discourse. In: Shirazi M. & Keivani R., Urban Social Sustainability. Theory, Policy and Practice, Routledge, p. 1-26

Stenberg, Jenny (2013). "Citizens as Knowledge Producers in Urban Change: Participation Changing Procedures and Systems." In: Footprint - Participatory Turn in Urbanism 7(2): 131-142.

Stenberg, Jenny (2004). Planning in Interplace? On Time, Power and Learning in Local Activities Aiming at Social Inclusion and Sustainable Development. Thesis, Gothenburg, Chalmers Architecture.

Stenberg, Jenny (2018). Dilemmas associated with tenant participation in renovation of housing in marginalized areas may lead to system change. Cogent Social Sciences 4: 1528710, 2018.
Open access https://doi.org/10.1080/23311886.2018.1528710 .

Till, Jeremy (2013). Architecture Depends. MIT Press Key chapter on the role of architects: Chapter 9

 

Co-initiation

Adler, Inga-Lisa (2015). Medskapardemokrati. Interaktiva styrningsprocesser och medskapande dialogarbetssätt. Göteborgs universitet, Förvaltningshögskolans rapporter nummer 134

Sørensen, E., and Torfing, J. (2018). Co-initiation of Collaborative Innovation in Urban Spaces. Urban Affairs Review, 54(2), 388–418. https://doi.org/10.1177/1078087416651936

Wates, Nick, and Brook Jeremy (2000). The Community Planning Handbook : How People Can Shape Their Cities, Towns and Villages in Any Part of the World. Earthscan, https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=cat07470a&AN=clc.05dc5507f6d24b00a7a9ba58a71db371&site=eds-live&scope=site. Methods from this book appear on: communityplanning.net

 

Co-analysis

Brandão, Daniel (2014). Museum of Ransom: Towards a system for the aggregation and interpretation of contemporary participatory video as contextual cultural heritage. PhD dissertation at University of Porto, Portugal (https://hdl.handle.net/10216/75071)

Gehl, Jan (2010). Cities for People. Rejkavik, Island Press. Key Chapter: Toolkit, chapter 7

Johnson Michael Pierre, Ballie Jen, Thorup Tine, Brooks Elizabeth & Brooks Emma (2017) CO/DEsign: building a shared dialogue around analysis within co-design, The Design Journal, 20:sup1, 4241-4252, https://www.tandfonline.com/doi/pdf/10.1080/14606925.2017.1352922

Perrault Elise et al. (2020), Placemaking in the Nordics – a guide to co-creating safe and attractive public spaces in the Nordic region, Tryggare Sverige. https://tryggaresverige.org/placemaking-in-the-nordics For co-analysis look at section 2.2. For co-initiation: 2.1. For co-design: 2.3

The UKUDOBA Team (2020), UKUDOBA Handbook. Unpublished.

 

Co-design

Boylorn Robin M. (2012), "Participants as Co-Researchers" in Lisa M. Given, The SAGE Encyclopedia of Qualitative Research Methods, SAGE

Chambers, Robert (2002). Participatory Workshops: A Sourcebook of 21 Sets of Ideas and Activities. London, Earthscan Ltd.

Gray, Dave; Brown, Sunni; Macanufo, James (2010). Gamestorming: A Playbook for Innovators, Rulebreakers and Changemakers / Knowledge Games: The Visual Thinking Playbook. Unknown, O’Reilly & Associates

Martin, Bella; Hanington, Bruce (2012). Universal Methods of Design. Beverly, Rockport Publishers

Martin, Bella; Hanington, Bruce (2017). The Pocket Universal Methods of Design. Beverly, Rockport Publishers

Stenberg, Jenny (2020). Forma ditt hem – medskapande design inför självbyggeri.

Tan, E. (2017). Play the City: Games Informing the Urban Development. Jap Sam Books.

TILT (2013). Codesigning Space. London, Artifice Books on Architecture

WA-COSS (2017), WACOSS Co-Design Toolkit, Western Australian Council of Social Service. https://wacoss.org.au/library/wacoss-co-design-toolkit/

 

Co-implementation

Cirugeda, Santiago (2015). Situaciones Urbanas / Urban Situations. Barcelona, Editorial Tenov S.L.

De La Pena, David; Allen, Diane Jones; Hester, Rodolph T. (2017). Design as Democracy. Techniques for Collective Creativity. Island Press. Suggested key Chapter: Chapter 9 Putting Power to Good Use, Delicately and Tenaciously. Other interesting chapters are 6, 7 and 8.

Hamdi, Nabeel (2010). The placemaker's guide to building community. London, CPI Antony Rowe. Especially relevant is PART II as it contains a toolkit.

Petrescu D & Petcou C (2013) Tactics for a Transgressive Practice. Architectural Design, 83(6), 58-65. Link: https://onlinelibrary.wiley.com/doi/epdf/10.1002/ad.1675

Raumlabourberlin (2015). Art City Lab: New Spaces for Art. Berlin, Jovis Verlag GmbH

Stenberg, Jenny, et.al (2012). "Urban Empowerment: Cultures of Participation and Learning". In: Open access paper https://publications.lib.chalmers.se/publication/175736. Gothenburg, Mistra Urban Futures.

Steyaert, Stef and Lisoir Hervé, Eds. (2005). Participatory Methods Toolkit: A Practitioner’s Manual. Belgium, King Baudouin Foundation and the Flemish Institute for Science and Technology Assessment (viWTA) www.kbs-frb.be or www.viWTA.be.

 

Personal reflection

Armborst, T., D’Oca, D. and Theodore, G. (2017). The Arsenal of Exclusion & Inclusion: 101 Things That Open and Close the City. Ed. Interboro, Actar

Douglas G.C.C. (2019) Privilege and Participation: On the Democratic Implications and Social Contradictions of Bottom-Up Urbanisms. In: Arefi M., Kickert C. (eds) The Palgrave Handbook of Bottom-Up Urbanism. Palgrave Macmillan, Cham.
Link: https://link.springer.com/chapter/10.1007/978-3-319-90131-2_19

Kohon, Jacklyn (2018), Social inclusion in the sustainable neighborhood? Idealism of urban social sustainability theory complicated by realities of community planning practice, City, Culture and Society, Volume 15, Pages 14-22.
Link: https://www.sciencedirect.com/science/article/pii/S1877916617300437

Hooks, B. (2003). Teaching Community. A Pedagogy of Hope. Routledge

Schön, Donald A (1995). The Reflective Practitioner: How Professionals Think in Action. Aldershot, Hants, Basic Books, Inc.

 

Co-evaluation

Fetterman, D., Rodríguez-Campos, L., Zukoski, A. P. (Eds.) (2017). Collaborative, Participatory, and Empowerment Evaluation: Stakeholder Involvement Approaches. Guilford Publications.

Parés Marc and March Hug (2013), Guide to Evaluating Participatory Processes, Government of Catalonia. Link: http://www.gencat.cat/governacio/pub/sum/qdem/guiesbreus_3_ang.pdf

Pires, Patricia (2019) Co-value, a co-evaluation framework for participatory processes. Masters thesis at University of Porto, Portugal (https://hdl.handle.net/10216/123203)