Participatory polyvocal performative and playful interpreting Resnik's 4 for creative placemaking with digital tools

Abstract

This chapter discusses inclusive playful encounters made possible through a Digi-Mapping project that ran in partnership with local arts organisation WHALE Arts and participants aged between 8 and 11 from three local primary schools. As part of a bottom-up creative placemaking project, Digi-Mapping allowed children to challenge dominant negative narratives of the local area by assigning them the role of expert. The authors revise Resnick's 4Ps for digital creative learning (2017), proposing instead a 4Ps Framework that supports processes of social inclusion in creative placemaking through critical heritage and digital media. The study demonstrates how Digi-Mapping privileged marginalised voices and advanced an inclusive approach to creative placemaking. The approach and methods presented in this chapter will be of interest to researchers and practitioners in both community-driven creative placemaking and critical heritage.