coproduction Archives

Despite many decades of research into childhood resilience, it remains a contentious area with much still left to be resolved. Key terms are poorly defined, positioning marginalised and displaced children as objects rather than co-producers of knowledge. Research and practice frame resilience through individualised models of health and abnormality. These models emphasise individual responsibility over systemic oppression, ignoring personal marginalised voices and experiences, and the contribution of appropriate needs-based assistance. Resilience needs rethinking.

Revisiting Childhood Resilience Through Marginalised and Displaced Voices uses an interdisciplinary approach to challenge current childhood resilience research and practice. The culmination of ten years of research and publications around childhood resilience, the book draws upon data collected from and co-produced with children, young people and adults from marginalised, disadvantaged and displaced communities. In so doing, it highlights the transformative potential of stories told by marginalised and displaced children, past and present. When these narratives are prioritised, they disrupt, counter and draw critical attention to coping strategies in light of adversity and oppression, to inform creative research and policymaking. Centralising the voices of care leavers, young people who are bullied, members from minority ethnic communities and former migrants/refugees, among others, Wendy Sims-Schouten shines a light on 150 years of marginalised voices and experiences in relation to resilience.

Engaged Urban Pedagogy presents a participatory approach to teaching built environment subjects by exploring 12 examples of real-world engagement in urban planning involving people within and beyond the university. Starting with curriculum review, course content is analysed in light of urban pasts, race, queer identity, lived experiences and concerns of urban professionals. Case studies then shift to focus on techniques for participatory critical pedagogy, including expanding the ‘classroom’ with links to live place-making processes, connections made through digital co-design exercises and student-led podcasting assignments. Finally, the book turns to activities beyond formal university teaching, such as where school-age children learn about their own participation in urban processes alongside university students and researchers. The last cases show how academics have enabled co-production in local urban developments, trained community co-researchers and acted as part of a city-to-city learning network. Throughout the book, editorial commentary highlights how these activities are a critical source of support for higher education.

Together, the 12 examples demonstrate the power and range of an engaged urban pedagogy. They are written by academics, university students and those working in urban planning and place-making. Drawing on foundational works of critical pedagogy, they present a distinctly urban praxis that will help those in universities respond to the built environment challenges of today.