Teaching innovation through the occupation of public space: urban heritage and planning at the University of Seville

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/329230472 Teaching innovation through the occupation of public space: Urban Heritage and Planning at the University of Seville Conference Paper · November 2018 DOI: 10.21125/iceri.2018.0328 CITATIONS 0 READS 63 3 authors: Some of the authors of this publication are also working on these related projects: Urban Heritage Characterization and Cultural Tourism Model in Medium-Sized Cities. Potentialities and Challenges for its Internationalization: Inner Baetica View project Caracterización Urbano Patrimonial y Modelo Turístico Cultural en Ciudades Medias. Potencialidades y Retos para su Internacionalización: Bética Interior (HAR2016- 79788-P) View project Javier Navarro-de Pablos Universidad de Sevilla 30 PUBLICATIONS6 CITATIONS SEE PROFILE Daniel Navas-Carrillo Universidad de Sevilla 53 PUBLICATIONS25 CITATIONS SEE PROFILE M Teresa Pérez-Cano Universidad de Sevilla 52 PUBLICATIONS36 CITATIONS SEE PROFILE All content following this page was uploaded by Daniel Navas-Carrillo on 08 May 2019. The user has requested enhancement of the downloaded file. Published by IATED Academy iated.org ICERI2018 Proceedings 11th International Conference of Education, Research and Innovation November 12th-14th, 2018 — Seville, Spain Edited by L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy ISBN: 978-84-09-05948-5 ISSN: 2340-1095 Depósito Legal: V-2884-2018 Book cover designed by J.L. Bernat All rights reserved. Copyright © 2018, IATED The papers published in these proceedings reflect the views only of the authors. The publisher cannot be held responsible for the validity or use of the information therein contained. ICERI2018 11th International Conference of Education, Research and Innovation ICERI2018 COMMITTEE AND ADVISORY BOARD Adriana Agnes Repellin-Moreno MEXICO Jose F. Cabeza SPAIN Agustín López SPAIN Jose Luis Bernat SPAIN Alan Fenn-Lavington AUSTRALIA Juanan Herrero SPAIN Amparo Girós SPAIN Juliana Mahpol MALAYSIA Ana Henriques PORTUGAL Ken Brown IRELAND Ana Paula Lopes PORTUGAL Kenesha Wilson UNITED ARAB EMIRATES Ana Tomás SPAIN Laurie Henry UNITED STATES Anna Romagnuolo ITALY Lisa Zawilinski UNITED STATES Antonio García SPAIN Lorena López SPAIN Berit Grønn NORWAY Lori Severino UNITED STATES Breno Deffanti BRAZIL Luca Botturi SWITZERLAND Brian Garibaldi UNITED STATES Lucilia Falcao BRAZIL Chelo González SPAIN Luis Gómez Chova SPAIN Cherry Poussa UNITED KINGDOM Luis Roseiro PORTUGAL Christian Grévisse LUXEMBOURG Lynn Vona UNITED STATES Christine Stanley UNITED STATES Mª Jesús Suesta SPAIN Christopher Evans UNITED KINGDOM Maria Porcel SPAIN Christopher Mattatall CANADA Marta Alves PORTUGAL Craig Loewen CANADA Mary Jo Self UNITED STATES Cristina Nicolau ROMANIA Mayaugust Finkenberg UNITED STATES Cynthia Rosas Magallanes MEXICO Michal Gregus SLOVAKIA 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Wendy Gorton UNITED STATES Javier Martí SPAIN Xavier Lefranc FRANCE Joanna Lees FRANCE Xema Pedrós SPAIN John Craft UNITED STATES Yukio Konishi JAPAN ICERI2018 11th International Conference of Education, Research and Innovation CONFERENCE SESSIONS ORAL SESSIONS, 12th November 2018 Mobile Learning Tutoring & Mentoring ICT and Digital Skills among Teachers (1) Work-Integrated Learning: University-Industry Collaboration Technology Enhanced Learning (1) Barriers to Learning and Social Inclusion Learning Space Design Special and Inclusive Education (1) Maths and Statistics in Higher Education Social Media and Social Networks in Education Assessment of Student Learning (1) ICT and Digital Skills among Teachers (2) University-Industry Collaboration Advanced Educational Technologies Student Support and Engagement (1) Architecture and Design Education Special and Inclusive Education (2) STEM Education (1) Massive Open Online Courses & Open Educational Resources Assessment of Student Learning (2) Soft Skills Development New challenges for the Higher Education Area Active Learning Experiences in Higher Education Student Support and Engagement (2) 3D Technologies and BIM in Architecture and Engineering Dyslexia & Speech Learning Disorders Computer Science Education (1) e-Learning Experiences e-Assessment Information and Digital Literacy Internation!alization in Higher Education Virtual Reality in Education Quality Assurance in Higher Education Business and Economics Education Equity and Inclusive Education Integrating Emerging Technologies and New Material with Design POSTER SESSIONS, 12th November 2018 Pedagogical Methods and Innovations Emerging Technologies in Education and Research ICERI2018 11th International Conference of Education, Research and Innovation ORAL SESSIONS, 13th November 2018 Technology Enhanced Learning (2) Serious Games & Game-Based Learning (1) Community-Based Learning Work-Integrated Learning, Research and Societal Impact Project and Problem Based Learning (1) Early Childhood Education Pre-Service Teacher Education (1) Pre-service Teacher Experiences in STEM Language Learning Education Learning Analytics Serious Games & Game-Based Learning (2) Community Engagement Education Entrepreneur!ship Education Technology for Active Learning Curriculum Design Experiences Pre-Service Teacher Education (2) Maths in Primary and Secondary Education Foreign Language Teaching and Learning (1) Learning Management Systems (LMS) Gamification Sustainability Education Work Employability Experiential Learning Management in Higher Education Pedagogical Innovations & Educational Research Computer Science Education (2) Foreign Language Teaching and Learning (2) Flipped Learning Digital Skills and Student Support Adult and Vocational Education Workplace Learning Collaborative and Peer-based Learning Leadership and Management in Education Teacher Training Technology Enhanced Learning in STEM Education Multicultural Education Challenges Blended Learning Creativity and Design Thinking in Education Student Mental and Physical Well-being Internships and Workplace Learning Project and Problem Based Learning (2) Experiences and Research in Education Professional Development of Teachers STEM Education (2) Gender Issues in Education POSTER SESSIONS, 13th November 2018 Global Issues in Education & Inclusive Learning New Trends and Experiences in Education TEACHING INNOVATION THROUGH THE OCCUPATION OF PUBLIC SPACE: "URBAN HERITAGE AND PLANNING" AT THE UNIVERSITY OF SEVILLE J. Navarro-de Pablos, D. Navas-Carrillo, M.T. Pérez-Cano Department of Urbanism and Territory Planning, University of Seville (SPAIN) Abstract Public space is one of the ventricles of the city - the engine that drives the social relations among the citizens who inhabit it - being able to contract or expand the spatial sequence within the contemporary city. As an inherent part of society, it evolves at the rate that collective behaviour dictates, forming a relationship of vital dependency [1]. In this society-space symbiosis, the architect's task from a polyhedral point of view is to provide the city with a spatial network that not only fills the relationship between individuals, but also emphasizes the sense of belonging to the place and the collective. In many cases throughout history and from an international point of view, public space, specifically the square as the social agora, has been an escape route for social, political and cultural demands and manifestations. Despite its crucial importance in historiography and social evolution, the share of this concept in the current teaching plans of the Department of Urban Planning and Territorial Planning of the University of Seville is nil, barely treated from the formal point of view in the subject "Public Space in Planning Urbanization". Objectives of the research: It is intended to put into practice the occupation of public space from the subject of "Urban Heritage and Planning" during the next academic year 2018-2019, with the primary objective of highlighting how the different ways of occupying, positioning oneself, moving about and conquering public space are directly related to the intentions of the claims, the character of the group that calls for them and the socio-political governing system [2]. For this reason, ephemeral occupations of public space in the city of Seville will be proposed as practices associated with the core argument of the subject, based on experiences developed by the School of Architecture of the University of Valparaiso (Chile). Around these occupations, the gender conflict applied to the historic city will be discussed, explaining how the starting urban elements constitute favourable or unfavourable parameters in terms of security, belonging, identity and habitability. Keywords: Protests, Occupation of Public Space, Empowerment, Teaching and innovation, University of Seville. 1 INTRODUCTION Hanna Arendt is one of the fundamental figures when approaching any approach to public space and its social function: in her profuse texts, Arendt delves into the relationship between the polis and political action insofar as the latter arises from the civil encounter of "sharing words and actions". For the German author, the action of being together is the only one that constitutes the public space, the polis. In "The Human Condition" [3] the Greek polis is presented from the politically contemporary point of view of space: "all political action requires a space of appearance". It is in appearance that Arendt finds the mediation between collective action and power. The facade, the integral cell of the city, is the channel that marks the rhythm of these relations. Like the skin that protects the interior of spaces, the façade is a frontier. As such, its hardness or ductility is key in the qualification of public space. These premises, based on the theory of German philosophy, represent the beginning of an important current of thought with great influence on urbanism in the last third of the 20th century. The vision from which one analyses and interacts with public space, considered as the vindictive heart of the city and, therefore, the collective patrimony of democracy, radically changes in May 1968 [4], enjoying eccentric processes from openness and integral colonisation to privatisation processes associated with capitalism. Being the meeting space of citizenship, it is a highly permeable element to Proceedings of ICERI2018 Conference 12th-14th November 2018, Seville, Spain ISBN: 978-84-09-05948-5 7451 the social circumstances in which the different powers, whether public or private, develop important representations or stagings. The stories represented by this great urban theatre are mostly of a political nature and, therefore, of biased logic. This has been proven in the analysis of large collective stagings in cities that have served as the setting for various conflicts [5]: as if it were a theatre, public space itself is a perceptive manipulation of matter. As such, its power of suggestion generates a multiplicity of sensations capable of altering emotions and thoughts insofar as an analogous world is designed and constructed to accommodate it. The attainment of different architectures and languages thus construct an instrumental stage for hegemonic or revolutionary powers, turning the city into a figurative space of dispute. This condition has not historically been treated as a characteristic associated with the city nor as a crucial component for the understanding of the urban discipline; on the contrary, the theory of urban planning has deepened the public-private dichotomy [6], ignoring the capacity of public space to "disguise" or "dramatize" itself in order to change its condition. Making use of this emptiness, the different governing powers have intervened in the way of inhabiting space through urban models and architecture itself in a sort of operatic scenography project, appearing since the Renaissance an almost obsessive impulse to generate perspectives. In the approach to the object of study of this text, we see how an interesting circumstance has been generated in the Mediterranean city: since the majority of its public spaces are governed by a vernacular logic, the theatrical component appears on the perimeter facades to the detriment of the very morphology of the void. In the remaining cases, those that have been intervened by successive powers, with special mention of the change of logic from the medieval to the Enlightenment urban plot, are recognizable examples of the use of the urbanism as an instrument of power and communication. As a result of an empirical analysis at the University of Seville itself and after carrying out a study of the Study Plans and teaching projects of the main Schools of Architecture in Spain (Madrid, Barcelona, Valencia, Zaragoza, Pamplona and A Coruña) in the field of urban planning, an initial conclusion can be drawn consisting of the absence of a transversal training offer; the political vision of public space, gender equality or urban safety are subjects dealt with in a very specific way despite being fundamental challenges of contemporary urban society. This imbalance between socio-political reality and university aims to be alleviated with a pilot experience developed during the academic year 2018-2019 at the Higher Technical School of Architecture of Seville with fifth-year students enrolled in the subject "Urban Heritage and Planning". 2 METHODOLOGY 2.1 The occupation of space as a method for conceptual immersion: the case of the School of Valparaiso Between 1960 and 1965, a group of professors and students from the University of Valparaíso (Chile) undertook a teaching project that proposed the realization of journeys based on "Amereida", a literary typology that mixes the discovery of America and the Latin epic of Aeneas written in the Eneida [7]; these journeys are journeys through the American continent in which a collective logbook is made that gathers daily experiences and the development of a project associated with territory and poetry. It is a very basic methodology based on three actions: the reading of pre-Columbian poetry and literature, the occupation of specific places (extending over several countries and landscapes) and the construction of ephemeral structures during that occupation. This triumvirate of actions ends up being formalized in a single project that lacks meaning without the previous pieces of the process. In 1965 he finally makes the first crossing, opening the horizon of the canonical processes of education and university learning; in 1984 he incorporates into the curriculum of the Architecture students the realization of an "annual Crossing" within the scope of each Workshop [8]. For nearly a month, students and teachers carry out architectural works following a strategy of appropriation of a continental territory, initially unembraceable, and which after a hundred crossings is filled with red dots indicating milestones and threads describing divergent trajectories. Two years after the Journey of 65, texts, annotations, poems, letters of the first American chroniclers, cuttings and drawings were collected, and the material was edited to give shape to the publication "Amereida", by a collective author, without numbered pages and without capital letters. The text explores around the concept of being american from the recognition of the appearance of America 7452