Abstract
This article examines the notion of a “situated utopia”. By relying on educational devices in an order/demand context, on questions of agricultural reterritorialization and/or weak economies, primarily in a peri-metropolitan and rural context, the authors attempt to show how this notion may create renewed perspectives for the theories and practices of utopia. After having defined the notion of « situated utopia » which draws on pragmatist approaches and action research, the article enters into educational project devices in participatory situations. This local, collective project wants to provide leverage for thoughts of a "situated utopia", which is to say an utopia achievable in the here and now, mainly deployed by people directly involved and in close connection with local resources (resources being understood in a very broad sense; aligned with social, cultural, economic, technical, landscape aspects, etc.). The authors, all three of whom are professors, thus identify the main features of this “situated utopia” by examining how it may call into question certain entrenched principles of our architectural and urban project, and help us rethink the collective fabrication of the city and the territory.
Highlights
This has produced new communities, inventing other forms of debate and a new imagination
It has led to the emergence of new public spaces with new aesthetics and common « utopias of doing »
Nous adopterons la définition de l’ « utopie » proposée par Paul Ricoeur (Ricoeur, 2005) en opposition à l’idéologie, comme une force de changement qui tente de briser la suprématie de l’actuel sur le possible
Summary
This has produced new communities, inventing other forms of debate and a new imagination. La réflexion qui s’engage ici sur « les nouvelles utopies du faire et du commun dans l’espace public » s’inscrit dans une pensée en mouvement, en résonnance avec le poète Edouard Glissant.
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