Campus as Vision and in Practice of Local Educational Landscapes

在德国的市政实践中，教育、养育和育儿机构日益形成网络。这些所谓的地方教育景观发展了共同的愿景并实施了战略概念。他们往往得到政治和地方当局的支持。其中一些地方教育景观不仅专注于教学，而且还被理解为城市发展、城市设计和建筑项目。在一些国家，特别是在欧洲和北美，也可以找到类似的项目。正在进行的dfg项目“地方教育景观和城市发展”通过八个案例分析了德国的社会空间教育景观。因此，很明显，校园作为城市形象在当地利益相关者的愿景中处于中心地位。此外，校园可以被理解为当地教育景观的高度浓缩形式。“校园作为地方教育景观的愿景和实践”项目建立在这些发现的基础上。在第一个项目模块中，我们将分析这种校园的概念和实施。网络的共同发展和他们的愿景将是重点。数据收集的方法将是与相关利益攸关方进行小组讨论和观察委员会会议。在第二个项目模块中，我们将分析校园用户（主要是青少年）的日常实践，特别是占用和空间感知的过程。数据收集的方法将是空间分析、观察、标准化访谈和叙事地图。研究的特点有三个方面：(1)内在观点，通过捕捉观点和实践来实现。(2)注重集体活动，表现为社会群体的言语和空间行为。(3)过程视角，这是在两年的纵向研究中实现的。本文采用行动者网络理论作为研究方法框架。作为启发式概念应用，它允许克服人类和非人类演员的二分法。因此，可以分析物质性与社会性之间的关系。因此，我们将重点关注校园中可达性和过渡的社会物质现实，因为它们在教学和空间概念中得到了特别的关注。关键的研究问题是：(1)网络及其对校园的愿景是如何发展的？鉴于教学和空间目标，校园作为城市形式的意义和意义是什么？(2)当地参与者对空间的感知、使用、占用和设计在各自的校园中以何种方式表现出来？校园中发展出什么样的社会物质现实/可达性和过渡？在这里申请的三年项目的基础上，我们计划再增加两年的时间，以便将重点从德国转移到国际比较。

In the municipal practice in Germany institutions of education, upbringing and childcare increasingly form networks. These so called Local Educational Landscapes develop common visions and implement strategic concepts. Often they are supported by politics and local authorities. Some of these Local Educational Landscapes are not only concentrating on pedagogy but are also understood as projects of urban development, urban design and architecture. Similar projects can be found in a number of countries, especially in Europe and North America.The on-going DFG-project Local Educational Landscapes and Urban Development analyses such socio-spatial Educational Landscapes in Germany in eight case studies. Hereby, it becomes apparent that the campus as urban figure is central in the visions of local stakeholders. Furthermore, campuses can be understood as a highly condensed form of a Local Educational Landscape.The project Campus as Vision and Practice of Local Educational Landscapes builds up on these findings. In a first project module we will analyse the conception and implementation of such campuses. The mutual development of networks and their visions will be the focus. Methods for data collection will be group discussions with relevant stakeholders and observations of committee meetings. In the second project module we will analyse everyday practices of users (primarily adolescents) on the campuses, especially processes of appropriation and spatial perceptions. Methods for data collection will be spatial analyses, observations, standardised interviews and narrative maps.Three perspectives characterise the research: (1) The inner view, which is realised by capturing opinions and practices. (2) The focus on collective activities, which is captured in form of verbal and spatial actions of social groups. (3) The process perspective, which is realised in a two-year longitudinal study. The actor-network theory is used as methodological framework. Applied as heuristic concept it allows overcoming the dichotomisation of human and non-human actors. Therefore, the nexus between materiality and the social can be analysed. Thereby, we will focus on the socio-material reality of accesses/accessibility and transition on campuses since they are given particular attention in the pedagogical and spatial concepts.The key research questions are: (1) In what way do networks and their visions of campus develop and which meanings and significance are attributed to the campus as urban form in view of pedagogical and spatial aims? (2) In what way do the perceptions, usage, appropriation and design of space of the local actors show on the respective campus and what socio-material reality of accesses/accessibility and transition develops on campuses?Building up upon the three-year project applied for here, we plan for an additional two-year duration in order to shift the focus from Germany to an international comparison.