Coordinator: Inês Martina Lersch, Adjunct Professor, Faculty of Architecture, Department of Urbanism, Post-Graduate Program in Urban and Regional Planning (PROPUR), City in Project Research Group, firstname.lastname@example.org
Vice-Coordinator: Luciana Inês Gomes Miron, Associate Professor, Faculty of Architecture, Department of Architecture, PROPUR, City in Project Research Group, email@example.com
Bruno César Euphrasio de Mello, Adjunct Professor, Faculty of Architecture, Department of Urbanism, City in Project Research Group, firstname.lastname@example.org
João Farias Rovati, Professor, City in Project Research Group, email@example.com
Josiane Andréia Scotton, Visiting Extensionist at the Department of Urbanism, City in Project Research Group, firstname.lastname@example.org
Karla Fabrícia Moroso, PhD student, PROPUR, City in Project Research Group, email@example.com
Francieli Franceschini Schallenberger, Master student, PROPUR, City in Project Research Group, firstname.lastname@example.org
André Soares Grassi, Journalist at UFRGS, email@example.com
Ana Imperatore, undergraduate student, Faculty of Architecture, firstname.lastname@example.org
Marcelle Marichal da Rosa, undergraduate student, Faculty of Library Sciences and Communication, email@example.com
Júlia Carvalho, undergraduate student, Faculty of Architecture, firstname.lastname@example.org
Bárbara Luiza Farias, undergraduate student, Faculty of Library Sciences and Communication, email@example.com
The Context of Social Housing in Southern Brazil
Based on the recognition of the housing problems of Brazilian cities, this MOOC addresses the upgrading of vilas (informal settlements) and technical assistance to social housing in the south of the country. For the vila upgrading, two main approaches were developed: a university extension project entitled “Emerging Urban Practices”, involving the work of university academics and graduate as well as undergraduate students with vila communities, and a research project on the technical assistance development process for social housing.
Through the extension project, vila upgrading actions were developed in the communities “Vila Nazaré” and “Ocupação Povo Sem Medo”. The aim was to develop social work between the university and the vila communities as well as to provide practical learning for future architects and urban planners. The research project developed two case studies: “20 de Novembro” and “Cerâmica Anita”. The research aimed to contribute to the theoretical and practical discussions about technical assistance in social housing as well as to instigate reflections about the community participation in project processes for social housing.
The MOOC team is coordinated by Professor Inês Martina Lersch and Professor Luciana Miron (Faculty of Architecture and Post-Graduate Program in Urban and Regional Planning at UFRGS). Together with Professor João Rovati and Professor Bruno Mello, Professor Lersch leads the extension project with the informal settlements, using these examples to discuss the themes of social housing, urban territorial disputes and impacts on the environment. Together with Josiane Scotton, Karla Moroso and Francieli Schallenberger, Professor Miron guides research works that focus on topics such as the community participation in project processes for social housing. André Grassi coordinates the audiovisual production team, which is composed of four undergraduate students: Ana Imperatore, Marcelle da Rosa, Júlia Carvalho and Bárbara Farias.
SDG #11 Target and Indicator
The main objective of the MOOC is to present and discuss the context of social housing in southern Brazil. This target shall be addressed by offering theoretical and conceptual information on the topics as well as by portraying the complex reality of life in vila communities and by discussing the challenges to develop social housing projects through technical assistance.
Binitha V Thampi, Department of Humanities and Social Sciences, firstname.lastname@example.org
Gender Inclusive Urban Spaces: Issues and Questions
This MOOC examines the theme “Gender Inclusivity of Urban Spaces” and highlights the question of unbalanced and inequitable urbanisation in the Global South. It brings into focus the urban processes and policies in the two south Indian states of Kerala and Tamil Nadu, known for their long-standing collective political mobilisation and claim-making.
The lectures are organised broadly around three themes: 1) conceptual questions concerning gender inclusivity in cities, 2) relations between the urban infrastructure and exclusionary practices and 3) intersectionality and marginalisation in the urbanisation process. The course delves into urban mechanisms that effectively marginalise sexual minorities, gender minorities and people with disabilities. It offers insights into the physical, mobile and planning infrastructure as well as into the prospects of sustainability. The lectures will also delve into and explore the intricacies of gender in urban governance mechanisms and urban labour markets. They are offered by a team comprising of academics, social and political activists, NGO representatives and policymakers.
To better understand the conceptual issues and their translation into field contexts, effective pedagogical methods such as short video stories (15–20 minutes) for each theme, carefully curated reading lists and mind maps of lectures will be included in the MOOC. Rima Mathew, film director and journalist, will produce the short videos as a media activist partner. Benoy Peter, Executive Director of the Centre for Migration and Inclusive Development (CMID), will be our NGO partner.
SDG#11 Target and Indicator
The course aims to address the target 11.7 under SDG #11. This target reads as follows: “By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities”. By foregrounding experiential knowledge, and attempting to interrupt the dissemination of conventional epistemic flows of urban theory, the MOOC aims to bring to the forefront voices and narratives that are often sidelined in the urban planning process.
Gaurav Raheja, Department of Architecture and Planning, email@example.com, firstname.lastname@example.org
Megha Tyagi, Department of Architecture and Planning, email@example.com, firstname.lastname@example.org
Aishwarya Isha, Department of Architecture and Planning, email@example.com
Farhan Asim, Department of Architecture and Planning, firstname.lastname@example.org
Niranjana Sajan, Department of Architecture and Planning, email@example.com
Ganeshan SP, Department of Architecture and Planning, firstname.lastname@example.org
Nikhil Duggal, Department of Architecture and Planning, email@example.com
Universal Design and Accessibility Planning
Universal design is a broad approach and philosophy that holds the idea of social inclusion. This MOOC is anchored on the idea of understanding the various aspects of social inclusion in the Global South with a focus on diverse human experiences such as age, ability and gender as the key aspects.
As a beginner level course, learners shall explore various dimensions of social inclusion in diverse urban contexts. They shall learn to identify the visible and invisible barriers to inclusion, while advancing knowledge on built environment practices. The learning modules focus on various aspects of human diversity, environmental needs, universal design theory and principles, key policies along with research perspectives to inclusion in the Global South context. These module-based lectures employ theoretical insights and narratives, case studies, demographic perspectives, interactions with several experts and grounded contextual knowledge as a part of the overall experience. Therefore, it is anticipated to be of a timeless value and unique positioning for various stakeholders, including students and faculties of built-environmental studies like architecture, planning and design, urban policymakers, researchers, field practitioners, etc.
The MOOC is an initiative by the Laboratory of Inclusive Design (LID) at the Department of Architecture and Planning, Indian Institute of Technology Roorkee (IIT Roorkee), wherein research on social inclusion from the perspectives of abilities, ageing, children and gender have been ongoing for the past several years. The course team is led by Dr. Gaurav Raheja, Professor and Head of the Department of Architecture and Planning, IIT Roorkee. The team members include Dr. Megha Tyagi (research associate), Aishwarya Isha (doctoral scholar), Farhan Asim (doctoral scholar), Niranjana Sajan (graduate student), Ganeshan SP (graduate student) and Nikhil Duggal (undergraduate student).
SDG #11 Target and Indicator
This MOOC primarily anchors itself in SDG #11 to make cities inclusive, safe, resilient and sustainable. More specifically, it addresses the interrelated targets 11.2, 11.3 and 11.7 by bringing in the perspectives of persons with disabilities, women, children and the elderly within transportation systems, sustainable urbanisation, human settlement planning, green and urban public spaces. Additionally, the course attempts to find interconnectedness with SDG #3, 5, 6 and 10 in its various modules. It therefore also initiates dialogues on health and well-being, gender equality, accessible sanitation and reduced inequality across various vulnerable populations especially within a Global South context like India, which is projected to have one of the highest urbanisation levels across the world.
Iwan Rudiarto, Department of Urban and Regional Planning, firstname.lastname@example.org
Wiwandari Handayani, Department of Urban and Regional Planning, email@example.com
Anang Wahyu Sejati, Department of Urban and Regional Planning, firstname.lastname@example.org
Climate Change Adaptation in Indonesian Cities: Promoting and Building Resilience from Below
Rapid urbanisation in some coastal cities in Java has led to the increase of vulnerability of coastal populations due to the impact of climate change. Sea level rise, coastal erosion and rainfall pattern deviations have resulted in frequent disturbances, mostly related to water (e.g. flood and water provision). In addition, there is a lack of literacy and awareness on climate change issues.
The current initiatives are mainly focused on the big infrastructural projects, they are top-down oriented and lack community consultation. Accordingly, the MOOC aims to critically address the emerging problems and introduce solutions at the community level to create a so-called “Resilient Kampong”, enabling citizens to become agents for change and foster a climate change resilience culture. The term of Kampong refers to the settlement area in a city that still has village characteristics, particularly in its livelihood. We would like to structure the MOOC material along the following six components: 1) introduction to climate change resilience, 2) urban vs. rural resilience (experience from Java), 3) resilience from below (the “Resilient Kampong” concept and its operationalisation), 4) experiences from Semarang related to waste management and flood early warning systems, 5) experiences from Pekalongan related to sanitation and abrasion management, 6) tools/instruments in community-based disaster risk management (CBDRM) and application of spatial analyses.
The MOOC comprises of the following reputable local partners, the Inisiatif Kota untuk Perubahan Iklim (IKUPI) (http://ikupi.org/en/home/), the Kota Kita Foundation (https://www.kotakita.org/) and the Bintari Foundation (https://bintari.org/en/homepage-2/).
SDG #11 Target and Indicator
The MOOC is expected to contribute directly to target 11.3.2, “Enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management in all countries by 2030”; the key indicator is the participation of the civil society. It will also contribute indirectly to the targets 11.5.1 and 11.5.2 that concern deaths/injuries and economic losses from natural disasters as well as to target 11.6.1 that relates to solid waste management. These points strongly correspond to the targets of 11.B, implementing policies for inclusion, resource efficiency and disaster risk reduction.
Edlyne Anugwom, Department of Sociology and Anthropology, email@example.com, firstname.lastname@example.org
Social Conflict and Safety in Urban Spaces
Crime, violence and social conflicts of diverse forms and sources have continued to undermine urban safety and security globally, thereby engendering a regime of fear and widespread episodic disruptions of social and economic lives. These conflicts are related to the complex and myriad social interactions and interchanges in the urban social environment.
Availing policy makers, urban planners, local administrators, non-governmental organisations, professionals and interested individuals with an understanding of these conflicts, their origins, dynamics and impacts, and building their capacity to design, implement and manage them have become imperative. This shall be the thrust of this open and self-paced online course, to be hosted by the University of Nigeria, Nsukka and the University of Lagos, Akoka in collaboration with the Setforth Nigeria Organization, a non-governmental organization working on peacebuilding and conflict management. The focus of the course is in tandem with SDG #11 which inter alia aims to achieve environmental sustainability which includes reducing negative environmental and social impacts as well as protecting the poor and vulnerable in urban spaces. The course will run for eight weeks and involve lectures, simulations, exercises and feedbacks.
The MOOC will periodically involve presentations from practitioners and policy makers. Faculty and speakers include: Edlyne Anugwom (social conflict, development studies, urban sociology), Pius Adejoh (social conflict, criminology and security studies), Uche Agbo (gender, social change, religious conflict), Kene Anugwom (social work, counselling, gender), Augustine Agugua (intergroup relations, political sociology) and Idongesit Eshiet (gender, development studies).
SDG #11 Target and Indicator
In tandem with SDG #11 goals, urban cities should aspire towards becoming havens of peace and places where individual aspirations and community goals are realised without rancour. The MOOC aims at availing participants with both the understanding and capacity to resolve social conflicts in urban cities to engender peace. Thus, there is no gainsaying the need for research and academic enterprises aimed at unravelling the peculiar driving forces, nature and dynamics of urban social conflict, especially in developing societies where rapid urbanisation has equally generated discontent, inequality and insecurity of various dimensions.
Walter Juan Pablo Soto Barrenechea, email@example.com
Hannah Klug, firstname.lastname@example.org
Bernard van Leer Foundation
Universidad Peruana de Ciencias Aplicadas, Faculty of Design
Urban Landscapes of Care: Thinking and Designing Child-Friendly Cities
Latin American cities are constantly growing due to urbanisation processes, generating the construction of informal human settlements. In this vulnerable urban context, many children are born and raised without having access to safe, inclusive and stimulating public spaces.
The MOOC “Urban Landscapes of Care” invites students from the planning and designing disciplines to participate in this important discussion and to experience the city through children’s eyes. Participants will be invited to explore, analyse and propose initiatives and strategies within their own urban context that focus on early childhood development and the question of how the city can become an “urban landscape of care”. Through theoretical input lectures, reference projects and practical exercises students will get insights on important statistics, challenges and potentials as well as on spatial research and design methods regarding early childhood development. The MOOC will be developed by the Peruvian urban laboratory IntuyLab in cooperation with the Bernard van Leer Foundation and the design school of the Peruvian University of Applied Science. Based on the empirical experience of the Urban95 program of the Bernard van Leer Foundation, the MOOC will generate a knowledge transfer between academy and society, striving for an integrated improvement of the city by generating safe and stimulating environments for young children and their caregivers.
Although the MOOC will take reference to the Peruvian urban reality, parallels can be drawn to other urban contexts. For further information on the project “Urban Landscapes of Care” and the MOOC team please click on the following links: https://intuylab.org/, https://bernardvanleer.org/solutions/urban95/.
SDG #11 Target and Indicator
The MOOC “Urban Landscapes of Care” strives to promote the development of safe, inclusive and socially sustainable cities, by improving the quality and access to safe and stimulating public spaces for young children and their caregivers. To do this, the course will link academic research and design with empirical experiences of different initiatives in Lima’s urban context in order to better understand the urban reality as an educational setting for future urban designers. Participants will be invited to critically discuss the topic and to include actively the needs of children in their early years and their caregivers into their future design projects.
Nandera Ernest Mhando, College of Humanities, Department of Philosophy and Religious Studies, email@example.com, firstname.lastname@example.org
Lucas Shija Kitula, College of Humanities, Department of Philosophy and Religious Studies, email@example.com, firstname.lastname@example.org
Shijja Kevin Kuhumba, College of Humanities, Department of Philosophy and Religious Studies, email@example.com, firstname.lastname@example.org
Developing Online Modules on Gender Equity and Social Inclusion of Women, Children, Elderly Persons and Persons with Disabilities
The Department of Philosophy and Religious Studies at the University of Dar es Salaam teaches philosophical and ethical courses reflecting deeply on human affairs. However, issues pertaining to social sustainability, social inequality and social exclusion have not been well captured in the curriculum. The aim of the MOOC is to focus on applied ethics and practical philosophy, especially in the urban setting.
The most pressing areas to be dealt with are: addressing gender inequality and the social exclusion of women, children, elderly persons and persons with disabilities. The major reason for incorporating these issues is to explore how urban infrastructure and policies exclude people with disabilities, elderly persons, children and women. Therefore, the developed content of the MOOC will inform students, NGOs and government structures working in areas of advocacy for social justice, social welfare issues, social sustainability, gender matters and social inclusion, among others. The project serves various purposes: 1) enabling the Department of Philosophy and Religious Studies to make its courses better align with current urban issues; 2) engaging with the government, organisations and NGOs; 3) involving excluded vulnerable groups; and 4) developing online modules on gender equality and social inclusion. The engagements with various stakeholders will serve as case studies during the teaching.
The project team includes: Dr. Nandera E. Mhando, an expert in ethnography, urban sociology, disability and inclusion, informal sector and anthropology of religion; Shijja Kuhumba, who is interested in applied ethics, practical philosophy and critical thinking; and Lucas Kitula, an expert in ethics of leadership and management, ethics and governance and human rights.
SDG #11 Target and Indicator
The MOOC project specifically focuses on target 2 and 7 of SDG #11. Target 2 considers providing access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport, with special attention to the needs of those in vulnerable situations, persons with disabilities, women, children and older persons. Target 7 dwells on providing universal access to safe, inclusive and accessible, green and public spaces particularly for women, children, older persons and persons with disabilities. Indicators include produced supplementary teaching, including mini-lectures, case studies, onsite shooting of urban infrastructure and interviews/interactive session.