Campus as Vision and in Practice of Local Educational Landscapes

• Applicants: Professor Dr. Thomas Coelen; Professorin Dr.-Ing. Angela Million
• Subject Area: City Planning, Spatial Planning, Transportation and Infrastructure Planning, Landscape Planning
• Term: from 2017 to 2023
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 386260334

• Final Report Year: 2023

Final Report Abstract

The research project investigated how different actors perceive and shape an educational landscape in campus form. For this purpose, two local educational landscapes were studied, one of which is under construction and the other one is completed. Both professional actors (campus management, employees of the various local institutions such as teachers, social workers, etc. as well as policy makers and planners) and pupils were interviewed. With regard to the professional actors, common leitbilds, which mean guiding principles such as shared ideas and values, were identified. Although there are partly different ideas about the concrete implementation, e.g. how the common goal of opening up the campus should be realized spatially and pedagogically. In addition, the people interviewed in the project would like all participants to share the campus idea and live it in everyday life, but they still see challenges in this. This concerns different time, financial and personnel resources, but also the assignment of the actors to different administrative institutions (e.g. school board, youth welfare office, district administration, etc.). This makes cooperation difficult. The interviewees defined the common goal as enabling campus visitors to receive an expanded education, to better organise educational transitions of users (between institutions, but also biographically), and to expand cooperation with the neighbourhood. The requirements for the material-spatial design of the campus grounds, as an overall ensemble of buildings and open spaces, are emphasised as an important factor in providing a differentiated and open range of spaces for various user groups. The political objectives, e.g. improved participation opportunities regarding education, seem to have reached the professional actors in the educational landscapes. However, the structural conditions (lack of resources, administrative aspects, hierarchies, political agendas) limit their implementation, although the motivation and commitment of actors is usually high. The shared mission statements are an important prerequisite for being able to implement these goals in practice and to realise educational landscapes as pedagogical and spatial concepts. The young people surveyed described their perception of their educational campus in interviews and via narrative maps. It was noticeable that in the narratives and mappings, school was mostly the focus and other facilities were not visited during leisure time or were not perceived as being part of the campus. It should be noted that the interviews took place under corona conditions and via video conference. This could have influenced the perception of the young users of the campus.

Publications

• Mental Maps und narrative Landkarten. In A. J. Heinrich, S. Marguin, A. Million & J. Stollmann, J. (Hrsg.), Handbuch qualitative und visuelle Methoden der Raumforschung (S. 293–308). Bielefeld: transcript Verlag. (2021a)
  Million, A.
  
• Researching Educational Landscapes and Their Refigurational Spacing: Perspectives From Educational Science and Urban Planning. In Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 22(3)
  Coelen, T., Klepp, S., Million, A. & Zinke, C.
  
• Visuell-biografische Interviews zur Analyse von Lern- und Raumerfahrungen. In A. J. Heinrich, S. Marguin, A. Million & J. Stollmann (Hrsg.), Handbuch qualitative und visuelle Methoden der Raumforschung (S. 165-182). Bielefeld: transcript Verlag. (2021)
  Bentlin, F. & Klepp, S.
  
• ‘No one listens to us … ’ COVID-19 and its socio-spatial impact on children and young people in Germany. Children's Geographies, 20(4), 469-477.
  Million, Angela
  
• Bildungslandschaften in Campus-Form aus schulischer Perspektive. DDS – Die Deutsche Schule, 2022(01), 46-60.
  Coelen, Thomas; Hemmerich, Simon; Jestädt, Hannah; Klepp, Sarah; Million, Angela & Zinke, Christine
  
• Bildungsorte. Sozialraumforschung und Sozialraumarbeit, 231-242. Springer Fachmedien Wiesbaden.
  Zinke, Christine; Million, Angela; Klepp, Sarah & Coelen, Thomas
  
• Der Campus als offene Bildungslandschaft. disP - The Planning Review, 58(1), 49-63.
  Klepp, Sarah & Million, Angela
  
• Sichtweisen von Nutzer*innen auf sozialräumliche Bildungslandschaften im Bauprozess und unter COVID-19-Bedingungen. ZSE Zeitschrift für Soziologie der Erziehung und Sozialisation, 4, 332-348.
  Zinke, Christine
  
• Paisajes educativos: Los entornos socioespaciales educativos como recursos para la arquitectura y la planificación urbana. Dearq, 35, 62-73.
  Million, Angela & Castillo, Ulloa Ignacio