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تدوین الگوی مفهومی – اجرایی پداگوژیِ شهرسازیِ انتقادی (مطالعه موردی: شهر خلاق رشت) | ||
فصلنامه مطالعات شهری | ||
مقاله 2، دوره 14، شماره 55، مرداد 1404، صفحه 19-34 اصل مقاله (1.97 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22034/urbs.2025.142096.5080 | ||
نویسندگان | ||
علی اکبر سالاری پور* 1؛ مانی طالبی صومعه سرائی2 | ||
1دانشیار، گروه شهرسازی، دانشکده هنر و معماری، دانشگاه گیلان، رشت، ایران. | ||
2دانشجوی دکتری، گروه شهرسازی، دانشکده هنر و معماری، دانشگاه گیلان، رشت، ایران. | ||
چکیده | ||
پداگوژی (آموزش و پرورش در زمینههای گوناگون) شهرسازی، نیازی زیرساختی برای مشارکت آگاهانه عمومی در مسیر تحقق برنامههای توسعه شهری بوده که باعث کمتر شدن خطاهای هر دو گروهِ مدیریت شهری و شهروندان، در فرایند برنامهریزی تا اجرا میشود. نبود نگرش بلندمدت به تأثیرگذاریهای عمیق آموزشهای شهرسازی، پایین بودن باور و اعتماد به یادگیری مستمر و شکاف موجود میان محیطهای آموزشی و حوزههای عملیاتی شهرسازی، از علل اصلی پرداختن به موضوع پداگوژی شهرسازی انتقادی در شهر خلاق رشت، به عنوان محدوده پژوهش است. رویکرد پژوهش کیفی است و بر اساس مصاحبههای عمیق نیمهساختاریافته، با استفاده از روشِ استقراییِ نظریه دادهبنیاد، 102 کد باز، 29 کد محوری و هشت کد گزینشی تجزیه و تحلیل شدهاند. حجم نمونه شامل 15 متخصص از سمن(سازمان مردم نهاد) ها، اساتید دانشگاهی و مجموعه مدیریت شهری است. مدل مفهومی_ اجرایی حاصل شده نشان میدهد، «پداگوژی شهرسازی انتقادی» دارای پنج مرحله اصلی است که نیازمند طی نمودن گامهایی ترتیبی، شامل: 1.شناخت مسائل و بسترها (به عنوان شرایط عِلی)، 2. پذیرش و تعدیل تعارضات اجتماعی و فرهنگی (به عنوان شرایط زمینهای)، 3. اصلاح رویکردهای ناکارامد پداگوژیکال (به عنوان شرایط مداخلهگر)، 4. تحول مدلهای اجرایی با تقویت نهادهای پاسخگو و نقدپذیر (به عنوان راهبردِ کلان)و 5. توسعه محیطهای یادگیرنده با مشارکتپذیری و مسئولیتپذیری ذی نفعان (به عنوان پیامدِ اصلی) است. در این الگو، شهر خلاق رشت تحت تأثیر دو رویکرد: 1. تأثیرپذیری از ابعاد آموزشیِ اهداف توسعه پایدار 2030، و 2. نقشآفرینی شهروندان خلاق است. نتیجه نهایی نشان میدهد اصلاح ساختارهای اجرایی و محتوایی در آموزشهای جریانِ اصلی ضروری بوده، اما کافی نیست و دستیابی به محیطهای یادگیرنده، نتیجهای مؤثرتر و کارآمدتر خواهد داشت. بدین منظور تولید محتوا با ابزارهای متنوع در فضاهای شهری و مجازی، برگزاری رویدادهای آموزشمحور با مشارکت تمامی ذی نفعان و تأمین زیرساختهای فیزیکی با مشوقهای سرمایهگذاری، دولتی و یا جهتدهی اقدامات خیرخواهانه شهرسازی، پیشنهادات اجرایی پژوهش است. | ||
کلیدواژهها | ||
پداگوژیِ شهرسازیِ انتقادی؛ شهر خلاق رشت؛ محیطهای یادگیرنده؛ مدیریت شهر خلاق؛ الگوی مفهومی_اجرایی | ||
مراجع | ||
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