Abstract
AbstractEducational inequalities and spatial disparities can be intertwined; consequently, education has become a field of action for urban planners, architects, and urban designers. To establish this key argument of our contribution, we start by explaining the background of education as a field of policy and action in urban development and planning in Germany. We establish how strategies for the development of deprived neighborhoods are focused on a growing variety of education-related topics and measures. Subsequently, we discuss so-called sociospatial educational landscapes as projects in which educational policy, urban planning, architecture, and urban design are particularly closely interwoven. We introduce two examples: “Morgenland Neighborhood Education Center” (Bremen) and “Campus Rütli” (Berlin). Drawing on an in-depth analysis of eight socio-spatial educational landscapes we reconstruct seven motives, describing the deeper meanings stakeholders attribute to the projects. We conclude with a critical reflection on the pedagogization of spaces of childhood and youth inherent in the policies discussed throughout the contribution.
Highlights
Experts of urban and regional planning increasingly tie questions of sustainable urban development in the transition from a service to an information society to the topic of education as a key economic and location factor in cities and regions
We explored the concept of sociospatial educational landscapes
We have argued that sociospatial educational landscapes are highly significant projects for the social urban development of deprived neighborhoods and beyond
Summary
Experts of urban and regional planning increasingly tie questions of sustainable urban development in the transition from a service to an information society to the topic of education as a key economic and location factor in cities and regions. This is especially true in the social urban development of deprived neighborhoods, where actors discuss education (schooling/training opportunities and infrastructures) as a path to integration and societal participation, and as a means of countering sociospatial disparities and growing polarization.
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