Campus as Vision and in Practice of Local Educational Landscapes

在德国的市政实践中，教育、抚养和儿童保育机构日益形成网络。这些所谓的地方教育景观发展共同的愿景和实施战略概念。他们往往得到政治和地方当局的支持。这些地方教育景观中的一些不仅集中在教育学上，而且也被理解为城市发展，城市设计和建筑的项目。在许多国家，特别是在欧洲和北美，可以找到类似的项目。DFG正在进行的项目“地方教育景观和城市发展”在八个案例研究中分析了德国的社会空间教育景观。由此可见，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，校园可以被理解为一个高度浓缩的地方教育景观的形式。项目校园作为地方教育景观的愿景和实践建立在这些发现。在第一个项目模块中，我们将分析这样的校园的概念和实施。网络及其愿景的共同发展将是重点。收集数据的方法将是与相关利益攸关方进行小组讨论，以及委员会会议的意见。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。数据收集的方法包括空间分析、观察、标准化访谈和叙事地图。研究的三个视角：（1）内部视角，通过捕捉观点和实践来实现。(2)关注集体活动，以社会群体的语言和空间行动的形式表现出来。(3)过程视角，这是在一个为期两年的纵向研究实现。行动者网络理论被用作方法论框架。作为启发式概念，它可以克服人类和非人类行为者的二分法。因此，可以分析物质性和社会性之间的关系。因此，我们将集中在社会物质现实的访问/可达性和过渡的校园，因为他们给予特别关注的教学和空间conceptions.The关键的研究问题是：（1）在什么样的方式网络和他们的校园愿景的发展和什么意义和重要性归因于校园作为城市形式的教学和空间的目标？(2)当地参与者对空间的感知、使用、占用和设计如何在各自的校园中表现出来，校园中的通道/可达性和过渡的社会物质现实如何发展？在此申请的三年项目的基础上，我们计划再延长两年，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.