As the state retracts further in the Netherlands, the role of civil society increases. Only now the impact becomes visible due to changing arrangements in the social domain. Since enormous cuts in the welfare budgets have been implemented; creative innovations by civil initiatives are much needed to cater for welfare and care arrangements.In the Netherlands we see various developments: a group of citizens did become more active in taking care of their social and physical environment and well-being. We see a shift from ‘third generation ’civil participation, where citizens contribute to value creation, to the ‘fourth generation’ civil involvement where citizens are in the driving seat, local government follows, and social professionals facilitate. In the meantime there are many communities where citizens need to be facilitated to gain more ownership over their social and physical environment.These developments put citizens, social professionals and civil servants in new roles, even new identities, that require specific (new) capacities/practices of interaction. As for social professionals a more situational approach is needed with a variety of behavioral practices. Those capacities/practices will not come automatically but must be cultivated and learned by the actors. We have intensified our research about developing these capacities in various collaborative learning settings in community development projects where professionals and citizens (and local government) are involved. Collaborative learning is a way of learning while working together. In our research we are experimenting with this broad concept (Dillenbourg 1999) in various settings, that we see as learning environments. Social professionals are involved in all settings.All learning environments are about enhancing mutual understanding by the actors involved of each other’s positions as well as about fostering the learning, reflective, resilient capacities of the community involved (Maton e.a. 1995).In some learning processes the role of citizens(civic learning) gets special attention (Biesta 2011) .In our recent research we gained more insight into the possibilities and limitations of the process of collaborative learning and insight into the learning outcomes of these processes for citizens and social professionals. We would like to share and discuss our experiences and findings in a consumer managed residential homeless and mental care residence; in a field lab in Amsterdam East where the learning proces supposedly contributes to individual and collective empowerment and local democracy, in the context of livingroom talks about ageing where the private space becomes a public playground for democracy and in a more international comparative perspective the challenges of legitimacy social work professionals face when they involve in collaborative learning project.
The Covid-19 pandemic triggered governments and designers to revalue and redesign public spaces. This paper focuses on the various design responses to Covid-19 proposed and implemented in public spaces. In particular, we identify the kinds of challenges that such design responses address and the strategies that they use. We selected 56 design examples, largely collected from internet sources. By analyzing the design examples we identified five Covid-related challenges that were addressed in public space: sustaining amenities, keeping a distance, feeling connected, staying mentally healthy, and expanding health infrastructures. For each challenge, we articulated 2 to 6 design strategies. The challenges highlight the potential of public space to contribute to more resilient cities during times of pandemic, also in the future. The design strategies show the possible ways in which this potential can be fulfilled. In our next steps, we will use our findings to develop a program of possibilities; this program will contain a wide range of design strategies for responding to future pandemics and will be made publically accessible in an online database. The program contributes to more resilient post-Covid cities, by offering a variety of possibilities for coping with, and adapting to, pandemic-related shocks and stressors.
MULTIFILE
In recent years, disasters are increasing in numbers, location, intensity and impact; they have become more unpredictable due to climate change, raising questions about disaster preparedness and management. Attempts by government entities at limiting the impact of disasters are insufficient, awareness and action are urgently needed at the citizen level to create awareness, develop capacity, facilitate implementation of management plans and to coordinate local action at times of uncertainty. We need a cultural and behavioral change to create resilient citizens, communities, and environments. To develop and maintain new ways of thinking has to start by anticipating long-term bottom-up resilience and collaborations. We propose to develop a serious game on a physical tabletop that allows individuals and communities to work with a moderator and to simulate disasters and individual and collective action in their locality, to mimic real-world scenarios using game mechanics and to train trainers. Two companies–Stratsims, a company specialized in game development, and Society College, an organization that aims to strengthen society, combine their expertise as changemakers. They work with Professor Carola Hein (TU Delft), who has developed knowledge about questions of disaster and rebuilding worldwide and the conditions for meaningful and long-term disaster preparedness. The partners have already reached out to relevant communities in Amsterdam and the Netherlands, including UNUN, a network of Ukrainians in the Netherlands. Jaap de Goede, an experienced strategy simulation expert, will lead outreach activities in diverse communities to train trainers and moderate workshops. This game will be highly relevant for citizens to help grow awareness and capacity for preparing for and coping with disasters in a bottom-up fashion. The toolkit will be available for download and printing open access, and for purchase. The team will offer training and facilitate workshops working with local communities to initiate bottom-up change in policy making and planning.
The question we have chosen – and been invited – to answer is “What is Europe: Past, Present, and Future.” This sits within the resilient societies theme of the NWA call. The reason for our choice of the ‘resilience’ theme is based on the many disciplines working on the project, which stretch beyond the historic (living history theme) into the societal.It has a deeper conceptual basis, however. It springs from an assumption that a shared sense of belonging and inclusion is one foundation for and aspect of resilience – just as a rope braided together from many strands is stronger than one where the strands are fraying apart. Positive and inclusive expressions of belonging and affiliation are present in education, sports, and music – highly visible sites of representation that have profound reach and impact in society. Racialisation, othering, and selective or stereotypical representations, however, work against resilience. They are circulated widely and generate exclusion and hurt. In these linked work packages, then, we take up the question’s invitation to expand and disrupt, what the NWA’s call itself defines as a normative prior understanding of Europe. In the words of the question, this definition emphasizes Europe’s nature as white, Christian-secular, bounded by the geographic limits of Western Europe, shaped by Greco-Roman heritage and tradition, democratic, and home of the enlightenment. Our consortium seeks to analyze this representation, research and present more expansive and accurate ones in consultative reflective and co-creative processes. Through the process, the new knowledge, and our highly participatory research and dissemination models we will change societal understandings of the bounds of Dutch, and European identities. This will forge a greater sense of belonging across all of the communities, including academia, involved in our project.This project is vital for building resilience through tackling sources of fragmentation and alienation in past and present. It is much needed as we look forward to an increasingly diverse and mixed demographic future.
The increasing concentration of people in urban environments in an era of globalisation means that social, economic, and environmental resources for living and working are under pressure. Urban communities experience increased stress levels due to inadequate and overburdened infrastructure and services, challenges due to ethnic and cultural diversity, socio-economic inequalities as well as the impact of environmental degradation. For these communities to build resilience under these circumstances therefore requires a multipronged approach. The underlying question this project will answer is: “What are the key characteristics of experiencescapes that contribute to resilience-building in communities?” The project will dive into the identification of building blocks of experiencescapes and roles of relevant actors that can support communities in building resilience. Within the context of a multidisciplinary approach, this project applies a range of qualitative research methods, such as in-depth interviews, focus groups, participant observation, storytelling techniques, life stories, as well as various biometric quantitative methods, available through the experience lab of BUas. The outcome of the project will enable practitioners and researchers alike in various sectors to understand what and how they can contribute to creating an environment in which people can meaningfully interact in a way that builds resilience in communities. This outcome is communicated not only through academic publications and conference contributions, but also through public reports and a handbook for practitioners and students. These reports and handbooks support identification and application of building blocks of experiencescapes that support building resilience in communities. Finally, the knowledge generated in the project will contribute to the development of curricula of various educational programmes at Breda University of Applied Sciences by expanding the scope of experience design into the area of people-to-people relationships.
