The Pedagogical City. Restructuring Urban Development through Educational Implications

本项目将审查现行城市发展政策对教育的影响。直到几年前，城市作为学校的经营者，仅限于作为一个组织机构。如今，城市对教育系统的内容影响越来越大。据称，这种模式转变的一个决定性标志是通过市政教育管理改变了治理结构。教育和教育监测领域的正规和非正规专业之间的新的地方伙伴关系已成为科学研究的重点;这种方法只是粗略地反映了教育政策对当前城市发展进程的影响。这个项目的中心假设是，城市转变为教育代理人是更根本的。报告大胆地指出，在市政方案中越来越多地使用教育控制手段，以培养城市人口理想的行为模式。特别值得注意的是，通过激励和控制制度作为核心教学技术，强制实行假设责任的做法。关于治理的分析概念，该项目的核心假设是，目前不仅制度化教育的目标与国家利益相联系：在传统教育空间之外发生的大部分共同的日常市政实践也正在出于教育权宜之计的原因进行重新安排-从而改变了城市环境中处理问题的方式。该项目的目标是对最近的城市政策动态、教育政策论述和当前治理的做法进行系统和综合的修订，这是第一次。从实证角度看，本研究的研究思路有两个：（1）通过对相关框架和战略文件的话语分析，重构过去20年间教育政策冲动对城市政策的影响。(2)在一项地方实地研究中，正在审查城市发展进程中教育战略、措施和建筑的执行情况。该项目是对教育地理学的重要贡献，它解决了当今治理的空间条件。

This project will examine current urban development policies with regard to their educational implications. Up until a few years ago, cities were, as school operators, limited to function as an organising body. Nowadays, cities are increasingly influencing the education system’s content. A decisive marker of this paradigm shift has allegedly been the change in governance structures by means of municipal education management. Both new local partnerships between formal and informal professions in the field of education and education monitoring have become the focus of scientific research; an approach that captures the influence of education policy on current urban development processes only rudimentarily. This project’s central hypothesis is that the transformation of the city into an educational agent is much more fundamental. It ventures from the observation that educational techniques of controlling are being used to an increasing extent within municipal programmes so as to foster desired patterns of behaviour of the urban population. Especially notable are enforced practices of assumption of responsibility by means of incentive and control systems as central pedagogical techniques. With reference to the analysis concept of governmentality, this project’s central assumption is that currently not only the objectives of institutionalised education are linked to state interests: big parts of common, everyday municipal practices, taking place outside the realm of conventional educational spaces, are also being rearranged for reasons of educational expediency - thus establishing a change in the way issues in urban settings are handled. The project’s objective to conduct a systematic and integrating revision of recent urban policy dynamics, education policy discourses and practices of current governance is a first. Empirically, the research proposal builds on a twofold approach:(1) By conducting a discourse analysis based on relevant framework and strategy papers the impact of education policy impulse on urban policy during the past two decades is being reconstructed. (2) In a local field study urban development processes are being examined with regards to the implementation of educational strategies, measures and architectures. The project is a crucial contribution to an education geography that addresses the spatial conditions for governance in present times.