Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-22dnz Total loading time: 0 Render date: 2024-04-26T07:15:38.831Z Has data issue: false hasContentIssue false

14 - A learning-based network approach to urban planning with young people

Published online by Cambridge University Press:  23 October 2009

By
Liisa Horelli
Edited by
Christopher Spencer  and
Mark Blades
Christopher Spencer
Affiliation:
University of Sheffield
Mark Blades
Affiliation:
University of Sheffield
Get access

Summary

Introduction: the context of planning with young people

Citizens of the Western industrialized world are increasingly living in informational network societies. Castells (1996) states that the latter are characterized by the spaces of global flows of information, finances, and technology which subjugate localities and places. This means that new challenges are posed to urban and rural policies, including planning and development. Local areas are increasingly seen as part of regions which are forced to compete with one another to become attractive spaces for desired activities. The winners of this competition are those who have the know-how to take advantage of the opportunities of globalization. One of the strategies that has been applied in the competition for economic survival is the building of regional development networks (Kostiainen, 2002). Such networks might ultimately turn into lucrative regional innovation systems that will bring forth new economic activities and consequent material gains. The actors in these networks of competitiveness are usually ‘big players’, such as enterprises, public institutions, financial agents, and universities (Cook et al., 2000).

The losers in the globalization game are those who are unable to cope with the negative impact of globalization, and who lack the control over and voice in local matters. The negative effects of globalization can be felt not only in developing countries, but also in many Western nations, and especially in the everyday lives of children, young, and elderly people, and many women.

Type
Chapter
Information
Children and their Environments
Learning, Using and Designing Spaces
 , pp. 238 - 255
Publisher: Cambridge University Press
Print publication year: 2006

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arquilla, J. and Ronfeldt, D. (2001). Networks and Netwars. Santa Monica, CA: RAND.Google Scholar
Bandura, A. (1997). Self-efficacy. New York: W. H. Freeman.Google Scholar
Booher, D. and Innes, J. (2002). Network power in collaborative planning. Journal of Planning Education and Research, 21, 221–36.CrossRefGoogle Scholar
Bronfenbrenner, U. (1993). Ecology of cognitive development: research models and fugitive findings. In Wozniak, R. H. and Fischer, K. W. (eds.), Development in Context. Acting and Thinking in Specific Environments (pp. 221–88). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Castells, M. (1996). The Rise of the Network Society. Cambridge, MA: Blackwell.Google Scholar
Chawla, L. (ed.) (2002). Growing up in an Urbanising World. London: UNESCO and Earthscan.Google Scholar
Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education, 31, 15–26.CrossRefGoogle Scholar
Cook, P., Boekholt, P., and Tödtling, F. (2000). The Governance of Innovation in Europe. Regional Perspectives on Global Competitiveness. London: Pinter.Google Scholar
Driskell, D. (ed.) (2002). Creating Better Cities with Children and Youth, A Manual for Participation. London: UNESCO and Earthscan.Google Scholar
Eyerman, R. and Jamison, A. (1991). Social Movements. A Cognitive Approach. Pittsburg: Pennsylvania State University Press.Google Scholar
Familj- o ungdomsministerium (1997). ‘ra Barnetråkk till ungdomsting. Medvirkning fra barn og ungdom i kommuner – erfaringer og eksempler’, Oslo: Familj- o ungdomsministerium.
Fetterman, D. (2001). Foundations of Empowerment Evaluation. London: Sage.Google Scholar
Francis, M. and Lorenzo, R. (2002). Seven realms of children's participation. Journal of Environmental Psychology, 22, 157–69.CrossRefGoogle Scholar
Gilroy, R. and Booth, C. (1999). Building infrastructure for everyday lives. European Planning Studies, 7, 307–24.CrossRefGoogle Scholar
Gustavsen, B. (2001). New forms of work and the legitimacy to organise, in the Report of the 8th European Assembly on New Ways to Work, pp. 184–91. Helsinki: The Finnish Ministry of Labour.
Harcourt, W. and Escobar, A. (2002). Women and the politics of place. Development, 45, 7–14.CrossRefGoogle Scholar
Healey, P. (1997). Collaborative Planning: Shaping Places in Fragmented Societies. London: Macmillan.CrossRefGoogle Scholar
Horelli, L. Forthcoming. Environmental human-friendliness as a contextual determinant for quality of life. European Review of Applied Psychology.
Horelli, L. (2003). Valittajista tekijöiksi (From complainers to agents; Adolescents on the arenas of empowerment). Espoo: Helsinki University of Technology.
Horelli, L. (2002a). European women in defence of place – with a focus on women's resource centres in Finland. Development, 45, 137–41.CrossRefGoogle Scholar
Horelli, L. (2002b). A methodology of participatory planning. In Bechtel, R. and Churchman, A. (eds.), Handbook of Environmental Psychology (pp. 607–28). New York: John Wiley.Google Scholar
Horelli, L. (2001). Young people's participation, lip service or serious business. In Helve, H. and Wallace, C. (eds.), Youth, Citizenship and Empowerment (pp. 57–71). UK: Ashgate Publishing Ltd.Google Scholar
Horelli, L. (ed.) (1998a). Proceedings of the EuroFEM International Conference on Local and Regional Sustainable Human Development from the Gender Perspective. Hämeenlinna: EuroFEM.
Horelli, L. (1998b). Creating child-friendly environments – case studies on children's participation in three European countries. Childhood, 5: 225–39.CrossRefGoogle Scholar
Horelli, L. (1997). Engendering evaluation of structural fund interventions. From a minuet to progressive dance. Evaluation, 3, 435–50.CrossRefGoogle Scholar
Horelli, L. and Kaaja, M. (2002). Opportunities and constraints of Internet-assisted urban planning with young people. Journal of Environmental Psychology, 22, 191–200.CrossRefGoogle Scholar
Horelli, L. and Prezza, M. (eds.) (2004). Child-Friendly Environments, Approaches and Lessons. Espoo: Helsinki University of Technology.Google Scholar
Horelli, L. and Vepsä, K. (1994). In search of supportive structures for everyday life. In Altman, I. and Churchman, A. (eds.), Women and the Environment. Human Behavior and Environment, vol. xiii (pp. 201–26). New York: Plenum.Google Scholar
Johnson, D. W. and Johnson, R. T. (1990). Cooperative learning and achievement. In Sharan, S. (ed.), Cooperative Learning. Theory and Research (pp. 23–37). New York: Praeger.Google Scholar
Kostiainen, J. (2002). Learning and the ‘ba’ in the development network of an urban region. European Planning Studies, 10, 613–31.CrossRefGoogle Scholar
Kyttä, M. (2005). Environmental child-friendliness in the light of the Bullerby Model. In Spencer, Christopher and Blades, Mark (eds.), Children and Their Environments. Cambridge: Cambridge University Press.Google Scholar
Kyttä, M., Kaaja, M. and Horelli, L. (2004). An Internet-based design game as a mediator of children's environmental visions. Behavior & Environment, 36, 127–51.CrossRefGoogle Scholar
Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170–83.CrossRefGoogle Scholar
Latour, B. (1993) We Have Never Been Modern. Cambridge, MA: Harvard University Press.Google Scholar
Moore, G. (1987). Environment and behavior research in North America. In Stokols, D. and Altman, I. (eds.), Handbook of Environmental Psychology, vol. ii (pp.1371–410). New York: John Wiley and Sons.Google Scholar
Nonaka, I., Toyama, R., and Konno, N. (2000). SECI, ba and leadership: a unified model of dynamic knowledge creation. Long Range Planning, 33, 5–34.CrossRefGoogle Scholar
The Research Group for the New Everyday Life (1991). The New Everyday Life – Ways and Means. Oslo: Nord.
Taylor, N. (1998). Urban Planning Theory since 1945. London: Sage Publications.Google Scholar
UNICEF (2002). Child-friendly cities project. http://www. childfriendlycities.org/
Wallston, K. A. (1992). Hocus-pocus, the focus isn't strictly on locus: Rotter's social learning theory modified for health. Cognitive Therapy & Research, 16, 183–99.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×