The contents and modes of ScAR research—on schools as activators of territorial resources in space and society—offer the opportunity to reflect on words and concepts at the fore in current urban planning debate and practice. If today the importance of neighborhoods and local centralities finds a renewed affirmation, the concept of identity appears to be a ‘false friend’, and that of proximity expresses an ambiguous tension in the face of the ‘openness of the city’. The activities brought into play by the ScAR project question the very concept of ‘belonging’, promoting an active interpretation of the urban landscape and a critical construction of the imaginary of one’s own experience. The chapter is structured in four sections. The opening one briefly discusses the potential of schools as territorial hubs. The second section addresses the urban perspective of ‘proximity’, while the city as a mosaic of local living environments is the topic of the third. The final section contrasts otherness and openness of the city with the recent vogue for identity- and proximity-based planning.

About local centralities coming back: identity and proximity or otherness and openness in the city project

B. Bonfantini
2022-01-01

Abstract

The contents and modes of ScAR research—on schools as activators of territorial resources in space and society—offer the opportunity to reflect on words and concepts at the fore in current urban planning debate and practice. If today the importance of neighborhoods and local centralities finds a renewed affirmation, the concept of identity appears to be a ‘false friend’, and that of proximity expresses an ambiguous tension in the face of the ‘openness of the city’. The activities brought into play by the ScAR project question the very concept of ‘belonging’, promoting an active interpretation of the urban landscape and a critical construction of the imaginary of one’s own experience. The chapter is structured in four sections. The opening one briefly discusses the potential of schools as territorial hubs. The second section addresses the urban perspective of ‘proximity’, while the city as a mosaic of local living environments is the topic of the third. The final section contrasts otherness and openness of the city with the recent vogue for identity- and proximity-based planning.
2022
Cultural Heritage Education in the Everyday Landscape. School, Citizenship, Space, and Representation
978-3-031-10394-0
Schools, Local centralities, Identity, Proximity, Urban planning
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11311/1226978
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