Transactions of the Association of European Schools of Planning is an international, bi-annual, peer-reviewed, open-access journal, produced and owned by the Association of European Schools of Planning (AESOP). It is free of charge to submit a paper and to publish in the Transactions of the Association of European Schools of Planning. Accepted papers are accessible online, to everyone, for free. All papers are subject to a double-blind peer-review process.
Preface
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We are pleased to present the third issue of Transactions of the Association of the European Schools of Planning, the open-access, double-blind peer-reviewed journal of AESOP.
The purpose of AESOP is promoting within Europe the development of teaching and research in the field of planning. Since its foundation it has always sought to foster the development of planning education, with the original AESOP Charter signed in Dortmund in 1987 placing a particular emphasis on this dimension of planning school activity. Reflecting this, the focus of the present issue of Transactions is...
Articles
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Before we even noticed, electronic devices and the internet have invaded our lives and our universities. Far from being just an instrument, they change the way we teach, whether we want it or not. Unfortunately, instead of helping, they carry negative effects, well documented by research in psychology, psychiatry and neuroimaging over the last decade. They affect our attention, our memory, and our social skills. Without even being aware of it, we are playing the Sorcerer’s Apprentice. Since 2011, the author has banned the digital and reinvigorated traditional teaching methods: a...
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Although internationalisation has been identified as a key transformative factor of higher education at the beginning of the 21st century and is firmly embedded in most institutional missions, there is growing concern amongst educators that internationalisation is being devalued and that the progress of its implementation has stalled. One particularly worrying aspect is a rather limited, predominantly instrumental implementation of internationalisation by institutions subsumed by neoliberal ideologies, economics and rankings, which prioritises international student recruitment over...
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Throughout the 1980s planning educators disagreed on the appropriateness of Western planning education for poor countries’ students, and on the question of whether training of students from developing countries should be based on “general principles” or “contextual material specific to poor countries” (Sanyal, 1990, p.8). Today most planning programs in North America (and in the West in general) offer courses in ‘international development’, ‘world cities’, ‘urbanization in the global South’, or closely related topics. However, as ‘the other’ becomes more mainstream in Western planning...
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The paper proposes a reflection on the Mapping San Siro experience, a five-year action learning project, promoted by the Department of Architecture and Urban Studies in collaboration with Polisocial, the public engagement program of Politecnico di Milano. The project is currently ongoing in one of the largest public estates in Milan, known as San Siro. It aims at experimenting a pedagogical environment based on grounded, interactive, action-oriented and hybrid learning, reflecting how new approaches can enrich the experience of educational practices for the inclusive city. The paper...
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Migration generates both challenges and opportunities. The magnitude of flows and effects on local resources are rarely equally distributed, indeed, the demographic size and economic strength of arrival cities or regions consistently affect outcomes. The nature of these challenges and opportunities is, therefore, extremely varied. These elements have already structured a network of places, refugee-cities, integration hubs, and transit points that play different roles in the increasing process of human mobility. The paper discusses the role of planners in dealing with refugee crises...
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Massive Open Online Courses (MOOC) are becoming a popular educational tool in different disciplines. Urban planning education is no exception and new MOOCs are being released every year. Despite this, it is still not clear how this new learning experience is being developed, delivered, and impacting upon planning education. This article sheds light on this issue using the case of the Rethink the City MOOC organised by the Faculty of Architecture and the Built Environment of TU Delft. The course received the AESOP Excellence on Teaching award in 2017 and serves as an example of how...
