Urban and Regional Studies, KTH Zeinab Noureddine T ag-Eldeen (PhD) - - PowerPoint PPT Presentation
EXAMPLES FROM PRACTICE-BASED RESEARCHES Urban and Regional Studies, KTH Zeinab Noureddine T ag-Eldeen (PhD) Researcher/Practitioner The School of Architecture and the Built environment The Royal Institute of T echnology KTH, Stockholm
Zeinab Noureddine T ag-Eldeen (PhD) Researcher/Practitioner The School of Architecture and the Built environment The Royal Institute of T echnology KTH, Stockholm Zeinab.tageldeen@abe.kth.se
Examples from practice oriented researches: Ex 1. Cross-cultural development of knowledge – The case of collaborative planning in Egypt (PhD Thesis, 2012) Ex 2. Utilizing urban planning knowledge to develop comprehensive post-crisis recovery approach that goes beyond The emergency’s boundaries (ongoing research, 2013-2015) Ex 3. Participatory Urban Upgrading of Informal Settlement in Cairo – Master Thesis (2003)
Example 1.
Cross-cultural development of knowledge The Case of Collaborative Planning in Egypt
A PhD Thesis where the researcher plays a dual role: Action Researcher and Practitioner Actors Involved
Project Outputs
– Zifta Strategic Plan – Reflections improve the quality of the practical output – Learning by doing opportunity to official planners
– Zifta case provided the research with the empirical knowledge in line with the overall aim of the research – Elaborated through the use of a series of relevant theories and concepts
theory and an appreciation of the Zifta context.
collaborative and participatory characteristics to produce a strategic plan for Zifta City
Research Design Two lines of inquiry
Set a new knowledge into dialogue with local people through interactive planning process Practicing Collaborative Planning in Zifta city
Where is Zifta now?
Dec 05 Jan 06 Apr 06 May 06 Jun 06 Oct 06 Jan 07 May 07 07
What does Zifta Want?
Situational analysis Contextual mapping Understanding features of the society Stakeholders Analysis
Consensus Building
Zifta Vision
Formal Approval Governorate Project Initiation
Planning Team
Identification Concretisation Mobilisation
Public approval
Zifta
Theme 1 Theme 4... Theme 2 Theme 3
Zifta discovers itself
Asset Mapping Local/technical knowledge
Knowledge transfer in various directions
How to get there?
Getting out Getting
Getting in
Entry Point City Council Kick-off Seminar Urban situation Workshop Visioning Worksho p Focus/thematic groups Asset Mapping Workshop
Sept 07
Expert Knowledge Local Knowledge
Get tin g loc al co m mit me nt
L
a l i n i t i a t i v e s
Greening Zifta Refurbishi ng a district - pilot Participato ry Budgeting
L
a l i n i t i a t i v e
Vision Question naire Indigeno us Knowled ge
F
m a l i s i n g t h e i n f
m a l i n i t i a t i v e s
Zifta Strategic Plan Committee Getting Started
Time Line
Thematic Workshops Approval Popular Council Workshop Approval Governor/GOPP Seminar
Figure 1 - Learning-oriented planning process developed gradually, to respond to the dynamic of the project’s progress (Source:Noureddine Tag-Eldeen 2012:67)
Kick-off Seminar
Interaction with the real urban conditions – working with people
Transfer of Knowledge in Various Direction
An opportunity to joint development of knowledge
Interaction with the new planning knowledge – Recognition of social values enables communication, fosters interactions & builds consensus Construction of different types of knowledge that transferred in various directions
Zifta Context Influences the Practice of Collaborative Planning - Leading to Joint Development of Planning Knowledge
City council from citizens´ views Non-efficient formal system Mutual role between the ‘individual’, ‘family’ & the society’ Questioning of Planners´ role Building institutional capacity – advantage of planner working at multiple levels of rules Identify the characteristics of the Zifta context; situational definition of lifeworld; structure of the society and the type of relations between rules, sources and agency Set conditions to balance existing power relation; analysis of stakeholders’ matrix
A c t i
R e s e a r c h e r ´ s & E x p e r t s ´ K n
l e d g e l
a l K n
l e d g e Time Line
Informal system (economic, housing; welfare services, etc...) filled the gap left by the formal
Zifta to plan for ‘hope out of failure’ Vision and Knowledge guide the formulation of thematic development Important memories; life experiences created sense of shared meaning Transformative dimensions demonstrated through different Local Initiatives Citizens discovered themselves Appreciative Inquiry, Zifta Asset mapping Zifta Vision formulated by its citizens Election of ‘Zifta Strategic Plan Committee’ Zifta socio-economic relation with the surrounding villages Participants Integrate Personal roles Characteristics of reciprocal trustworthiness among citizens Development priorities are questioned Financial Capital flow out of Zifta Planning challenges; Zifta is ‘better’ for ‘whom’; reset development priorities Social values shape the communicative patterns Building of local institutional capacity
How things are done in the reality? Assets Mapping Zifta Vision Integrate local/Expert knowledge in Zifta Strategic Plan
Getting Started Where is Zifta now? How to get there?
Milieu of Practice oriented research - Joint Development of Knowledge
Figure 2 – Social interactions created an opportunity for a joint development of knowledge (Source: Noureddine Tag-Eldeen 2012:147) What does Zifta Want?
Visualization techniques; Delphi method Visioning Process Urban situational analysis ‘SWOT’ Technical interpretation of Zifta Vision – Incorporate local knowledge in technical study Identification of Potential focus areas for technical surveys
Learning
planning process
Academic Guidance of the research process Theory and practice
Researcher, KTH
Field work: Th, Lb & USA
Practitioner, MSB
A contribution to post-crisis response knowledge
Urban planner – researcher Urban planner in post-war recovery operations, Lebanon Analysis and Developing ideas Research proposal ‘ER Shelter recovery advisor, Philippines Analysis and Synthesis Example 2. Utilizing urban planning knowledge to develop comprehensive post-crisis recovery approach that goes beyond The emergency’s boundaries
in humanitarian response activities)
– BCPR / UNDP – IFRC – SIDA – UN Habitat
Expected outputs
recovery by introducing an innovative application of early recovery to international humanitarian assistance.
use in integrated and sustainable ER activities
Lebanon and China.
Knowledge learned from practices
Post-Yolanda, 2013 Philippines
Post-war, 2006 Lebanon
Lebanon Philippines
Post-Katerina, 2005 New Orleans
… And from other international experiences
Post- Tsunami, 2004 Thailand
Lebanon post-conflict recovery project Participatory Process
Philippines - Tacloban
Tropical storm
Impact
17 regions of the country (DSWD, 2014) Humanitarian operations - Activation of cluster system
management for IDPs, Protection, WASH, etc…
Revise the comprehensive land use plan in light of Yolanda impact and responses UN Habitat / MSB, Sweden Three zones for planning SOUTH TACLOBAN Tacloban North Mid-Tacloban
acloban Municipality
revise the city land use comprehensive plan in light of Yolanda impact (with the support of UN Habitat Planners)
Phuket, Tsunami 2004
Lessons learned
New houses built after Tsunami for fisheries’ in the city – modern life increases the burden on families with limited incomes Fishing involve all the family members Fisheries refused to leave their land but are still under the pressure of tourism business in the city New houses rebuilt in flood zone area Tsunami Warning System in Phuket Evacuation sign on the beach in Phuket
Learning from knowledge produced in different contexts USA Post disaster recovery
Association)
countries e.g. Philippines, Haiti, Thailand, Lebanon, etc..
country
Urban Upgrading Program, which operated at two levels:
– the local level: through Demonstration projectŝ to be applied to a limited geographical area. Ezbet Bekhit Demonstration Project, which was the case study – the national level: the experiences gained through several ̀Demonstration Projects give substance, and increasingly beneficial impact on the national policy.
and Ezbet Bekhit Project within a framework of benchmarks extracted from GTZ program concept.
Pa rtic ip a to ry Urb a n Up g ra d in g
The Ca s e
e t Be kh it Ca iro , Eg y p t
Ze in a b No u r-Ed d in e Ta g
e e n S u p e rv is
k Urb a n Ve s tb ro
Ma s te r o f S c ie n c e Th e sis in th e Su b je c t
Bu ilt En viro n m e n t An a lys is , Divis io n
a n S tu d ie s , De p a rt m e n t o f In fra s tru c t u re Ro y a l In s titu t e
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Stockholm
2003
A complete Learning cycle
interrelated and interdependent to achieve learning cycles of experimentation, feedback, assessment and knowledge development.
eachers from different disciplines can work together to plan, develop and implement coherent and enriching interdisciplinary professional learning experiences.
meet the challenges that face the country, lead constructive changes in T anzania context and contribute positively to the ongoing changes in the global context.
Teaching R e s e a r c h Knowledge- transfer
Develop an umbrella research programs closely with professionals, practitioner, politicians and international development organizations active in the country to promote ideas of sustainability, climate change adaptation and resilience to the wider society
challenge of climate changes, disaster risk and urban poor
line with the overall development policy of Tanzania at community, city and national levels
By doing that, The university will produce students that are aligned with their society
and needs)
create opportunity to joint development of knowledge)
to face the challenges of the development in the society)
‘Umbrella Program’ ‘Campaign at university to play a proactive role in the society’
– T
– Institutionalize the knowledge transferred and ground it in the social structure through working closely with the local formal and informal institutions of the society – Building capacity of formal and informal institutions (courses targeting practitioners) – Different disciplines are involved (IT, urban planning, socio-economic development, risk reduction, infrastructure, institutional capacity – Apply transdisciplinary methodological approach to address the complexity of problems at different levels – ATT is integral component of the umbrella program where practice-based courses are selected within the different disciplines in all they will build the integral knowledge needed to address the overall aim of the program – Post graduate students are involved in research within the selected disciplines – Stakeholders selected from the society are partners in the program
– The university in T anzania, Ethiopia, Nigeria should make their investigations to decide on priorities to address
– Consultation process with the stakeholders from the wider society (seminar, workshop, etc.. to collect ideas) – Review their own education, curricula to see how to place the new program: whom to involve and the suitable structure to make this work (committee, scientific board etc..)
– KTH, Alto
– Support university partners in their process of drafting their own programs based on well identified overall aim, thematic disciplines and implementation mechanism – Contact stakholders in Sweden and finland that are intrested to be involved
Action plan: who is doing what and when? … and funding: which funding agencies could be interested in our ideas?