Mobilising Knowledge – Solving the Interaction Gap between Older People, Planners, Experts and General Citizens within the Thames Gateway Guidelines, Toolkit and Findings
Dr. Alison Rooke and Gesche Wuerfel Centre for Urban and Community Research (CUCR) Goldsmiths, University of London (2007)
This project is supported by the UCL- led UrbanBuzz Programme, within which UEL is a prime partner
The Mobilising Knowledge Project – Guidelines, Toolkit and Findings
What is Mobilising Knowledge? A Summary
The Mobilising Knowledge Project was Knowledge Project sought to overcome We found that older people were con- delivered through a summer school that the institutional and knowledge barriers cerned about urban change, urban ran over three weeks in summer 2007. among older people, planning profes- design, demographic change and re- It was organised by the Centre for Urban sionals and academics. generation. They were also interested and Community Research (CUCR), in the Thames Gateway developments, Goldsmiths, University of London, in In running the summer school, we found which will alter the east and south-east of New Cross, Lewisham. It was funded that many older people have an active London in the coming years. Participants by ‘UrbanBuzz - Building Sustainable interest in planning, regeneration, and discussed the impact of these changes Communities’ which aims to breakdown design decisions that affect them. The on design, housing policy and local the barriers of knowledge exchange in people who took part had been involved services such as transport, schools, order to contribute to the development of in park user groups, opposing and in- hospitals and GPs. sustainable communities in London and fluencing planning applications and de- the South East. Mobilising Knowledge velopments and had been part of neigh- Following on from the Mobilising Know- was developed with the co-operation bourhood watch schemes. While half ledge project, we have produced this and support of a range of departments of the group had been involved in older document and a short film on DVD which at the London Borough of Lewisham. We people’s social and campaigning groups, will be of use to a range of professionals worked with 22 residents of Lewisham walking groups and local history groups, seeking to work with older people. who were over 60 years old. The project the other half had not been involved in aimed to create a space for dialogue such matters previously. In the Mobilising Dr. Alison Rooke and Gesche Wuerfel between older people and policy and Knowledge summer school we explored Centre for Urban and Community planning professionals in order to explore a range of themes through a variety of Research (CUCR), Goldsmiths, older peoples’ experience of the city, and workshops. The different formats of these University of London (2007) find ways of incorporating these per- workshops are summarised in the Mobi- spectives into the planning and design lising Knowledge Toolkit and the results processes. In this way the Mobilising are found in the findings document.
Contents
What is Mobilising Knowledge? A Summary 3
About the Mobilising Knowledge Good Practice Guidelines 7
The Good Practice Guidelines 10
The Mobilising Knowledge Toolkit 19
Findings from the Pilot Project: Mobilising Knowledge – Solving the Interaction Gap Between Older People, Planners, Experts and General Citizens within the Thames Gateway 37
Bibliography 61
Disclaimer
This document is the output of an aca- demic programme undertaken with con- siderable care and planning. However, none of Goldsmiths College, Lewisham Council, Age Concern, University College London or the University of East London or any of their staff or representatives accept any liability for any injury, loss or damage incurred as a resultof any use or reliance upon the information and mate- rial contained within it. None of Gold- smiths College, Lewisham Council, Age Concern, University College London or the University of East London provides any warranty concerning the accuracy or completeness of any information con- tained herein.
About the Mobilising Knowledge Good Practice Guidelines
The Mobilising Knowledge good practice This document Who is this document for? guidelines came out of the Mobilising Knowledge Summer School which aimed - offers a set of good practice guide- This document offers a useful set of to: lines for professionals who seek to guidelines for professionals whose work engage and interact with older people impacts on older people’s experience of - Explore older people’s experiences in planning processes, the city and those seeking to gather the of the urban environment, especially - provides a toolkit which outlines a set viewpoints of older people. It sets out accessibility, mobility and neighbour- of workshops for practitioners seeking practical, accessible guidelines for good liness, to engage older people in planning practice which can help to ensure that - Establish an opportunity for know- and urban design processes, and urban developments are more livable and ledge exchange between older people - sets out and explains the project more inclusive of older people’s needs in and planning professionals, findings. the future. The guidelines together with - Identify the barriers for older people in the toolkit will be useful for: the urban environment, - Identify the barriers for older people - Planners, when wanting to get involved in the - Policy makers, planning processes, - Community involvement and - Identify ways these barriers can be community development officers, overcome, - Equalities officers, - Identify good practice when consulting - Developers, older people about planning issues - Consultants, and - Designers and - Find ways of incorporating these - Transport planners. views into the planning and develop- ment process.
Good Practice Guidelines How can I use it? Why should I read the guidelines? into new attempts to regenerate cities. The guidelines establish clear and practi- The good practice guidelines offer a set Many planning consultation processes - cal considerations for seeking the views of principles when working with older such as sending out leaflets or e-mails, of older people. In using the guidelines, people in planning while the toolkit ex- asking the public to look at plans online, you can interact with older people in local plains how to run a set of straightforward and showing models - do not fully en- communities, explore their knowledge of workshops. The workshops can be gage a wide range of local residents. In the local area, and in that process work used to repeat the Mobilising Knowledge particular, those residents who are not to ensure that planning and regeneration process: running an intensive ‘summer able to attend public consultations or who are sustainable whilst considering urban school’ over a short period of time. Alter- are unable to participate due to barriers and demographic change. natively individual modules can be used such as mobility, hearing impairments, as stand alone workshops. The toolkit language, and access to the internet and guidelines can also be read together often do not get their views heard. Fur- with the Mobilizing Knowledge Findings thermore, many people find it difficult document which is one example of the to read plans, cannot understand plan- kind of lessons that can be learnt, and ning language and do not understand the data and information one can access how abstract plans for the future may in this process. The 15 minute Mobilising be relevant to their everyday lives. Us- Knowledge DVD illustrates the process. ing overly technical specialist planning language puts people off. The Mobilising Knowledge guidelines offer you ways to overcome these barriers. They offer a useful instrument that helps professionals Read more: Toolkit - Page 19 ff. bring older people’s experience of urban Findings - Page 37 ff. change and past regeneration projects Participants working with professionals
Good Practice Guidelines A Guiding Principle: Active Ageing and civic affairs, not just the ability to be and/or can help with engaging other local physically active or to participate in the older people in the consultation process. Just as cities are changing, people’s labour force. ‘Active ageing’ aims to ex- experiences of cities change as they tend healthy life expectancy and quality Working with older people in the Mobilising grow older. Their needs, experiences and of life for all people as they age (Hanson Knowledge process also contributes to other ability to move around the city change 2007). strategic goals such as building sustainable profoundly; as does their ability to par- communities, creating community cohesion, take in everything that cities have to offer. and involving communities. It contributes However, ageing should be considered Sustainability and Active Ageing to ensuring that the principles of ‘active a positive experience; especially when ageing’ are promoted in all aspects of we bear in mind that ageing brings about Although older people are often no longer local governance where this helps to fight many physical, mental and physiological part of the formal labour force, planning prejudices and work towards the inclu- changes that affect people’s functional ability. and development processes can create sion of older people. Longer life should be accompanied by opportunities for the continued participa- continuing opportunities for good health, tion of older people in economic, cultural, participation and security. The World spiritual and civic affairs. Older people Health Organisation has adopted the can make a valuable contribution to term ‘active ageing’ to express the proc- these processes. You may want to use ess by which we can achieve this vision: the Mobilising Knowledge workshops “Active ageing is the process of optimiz- as a way of capacity building. By using ing opportunities for health, participation the Mobilising Knowledge modules and and security in order to enhance quality following these guidelines you will end of life as people age” (WHO 2002). The up with a group of informed and engaged word ‘active’ refers to continuing par- older people who can provide a useful re- ticipation in economic, cultural, spiritual source. They can be consulted regularly Participants working on their mental maps of their neighbourhoods
Good Practice Guidelines The Good Practice Guidelines Engaging Older People through Outreach
The following guidelines set out the When consulting with older people it is older people check the demographics factors that should be considered when important to ensure that the group is of the area you are working in either working with older people. representative of the older population lo- through local authority statistics or cally. This needs to be considered in the the on the national statistics website. outreach process. In order to ensure that http://www.statistics.gov.uk and go to the summer school was attended by a the area on neighbourhood. wide range of participants from a variety - Your local authority will have statistical of backgrounds, we consulted listings of information on the local population. This older people’s social and support groups will inform you of where, on average, and representational forums, targeted populations of older people reside. towards older people across the borough - Try to engage with existing older from a range of ethnic groups. These were people’s networks such as campaigning reached through mail-outs, telephone con- groups, support groups, social groups. versations and face-to-face visits, attend- Your local voluntary services umbrella Older people and professionals working together ing drop-ins, etc. The workshops were also group may have a list of older peoples advertised through leaflets and an article groups and an officer who leads on in Lewisham Life, a community information older peoples concerns. magazine produced by the London Bor- - Get out and about to publicise the ough of Lewisham. When seeking to get a project, go to the places, events, drop- diverse and representative group of older in centres that older people use and people involved in the planning processes, talk to them. This may seem more time- the following factors are important: consuming than sending out leaflets, putting up posters or putting an e-mail - In order to check whether you are link on a website, but you will get more accessing a representative group of qualitative responses and build up local
10 Good Practice Guidelines Principles when Running the Workshops: Communication, Creativity and Consideration
interest as people get talking. This The toolkit offers a set of workshop mod- change. Older people who have lived process is more inclusive and you also ules which can be used to gather the in an area for a long time have seen a put a name and a face to an otherwise views of older people. These include: an lot of development and regeneration anonymous process. introduction to planning process, reminis- initiatives come and go. They have - Remember that many older people do cence, mental mapping, future visioning lived through planning mistakes and not have access to the internet. Do not and local trips. The workshops delivered successes and have a wealth of local rely on web based public information together demonstrate the ways in which knowledge. and e mails. older people can be consulted effectively. - It is important that you present your - Use the local press and community However, many of the principles which project in a way that makes it relevant newspapers. Older people tend to read contributed to the summer schools suc- to them. This will build people’s inter- local papers. cess can be used in consultation gener- est. It should not be too abstract and - It is sometimes more appropriate to ally. The following are important points involving too much theory. take your workshop/consultation out when consulting older people. - Speak in plain understandable terms to older people, to the places they are and check whether they are under- familiar with rather than expecting them Communication stood e.g give participants red cards to come to you. This is especially the and green cards which they can hold case with older people from minority - Incorporate older people’s knowledge up to show a speaker whether partici- ethnic groups (who may not be willing in the planning process, by consult- pants felt something has been clearly or able to come to you). ing them if an area is going to be presented or not. - In order to be inclusive, translation may changed. Make use of their old pho- - Give older people a chance to engage be necessary when working with some tos, listen to them talk about the his- with professionals of various back- older people form BME communities tory about the spaces. Create a ‘living grounds to stimulate a debate and when English is a second language. archive’ with recordings, photos, films. exchange. Everyone can learn from - Allow plenty of time to plan and run this - Acknowledge older people’s previ- each other. process. ous experience of the city and urban
Good Practice Guidelines 11 Creativity Consideration transport if necessary. - Each consultation and/or workshop day - Don’t just talk at people and show - When showing plans, don’t expect should be relatively short (1 – 1 1/2 hour them your plans. Don’t just rely on the people to stand up for long periods of sessions) and a working day that runs written word. Consultation sessions time walking around them. Consider from 10 or 10.30am to 3 or 3.30pm. should be stimulating and participa- putting them on a table so that people Older people can get tired quickly. A tive. Use creative methods such as can sit around and have discussions. short day allows older people to take photography, story telling, filmmaking - Consider acoustics when choosing a advantage of free travel and avoid the and drawing. This allows people to ex- venue. Look for a room with an induc- morning and evening rush hours. press themselves in a variety of ways. tion loop for people with a hearing aid. - Schedule activities carefully, they should - Make your consultation fun – e.g. give Don’t use rooms that echo a lot. not be so spread out that people lose people cameras to use, ask people to - Printed information should be accessible interest, but they should not be so close bring in objects, music, photographs, for the visually impaired. Use a large together that people get tired. (We sug- go out into the built environment. font on a plain light coloured back- gest running workshops a maximum of - Run a reminiscence workshop (see ground. two days per week over 2 to 5 weeks). toolkit). This important way of - Use a PowerPoint projector and screen - Consider how old your older people are. recognizing and acknowledging older to ensure that images and text are Activities and schedules that are suit- people’s knowledge of the local area visible to all. able to a younger older people’s age and an opportunity for planners to get - Take people on a field trip or site to get group (i.e. just retired people, those in a longitudinal perspective on local a feel and vision of the potential of rede- their 60s and early 70s) may be inap- change. velopment and regeneration plans. propriate and too intensive for the older - Trips and visits should be carefully sched- older people’s age group (people in their uled and planned. Some older people are late 70s up-wards). not as mobile as others. Allow lots of time - When booking a venue consider older to get from A to B and arrange accessible people’s mobility and the time it can
12 Good Practice Guidelines Good Design through Inclusion
take some older people to get from A One of the themes that emerged early on about in towns and cities. Designing only to B. Try not to use a venue with lots of in the summer school was the importance for the young, fit and able discriminates stairs or long walks between rooms. of good design. Improving the design of against many people while designing - A free lunch, breaks up the day and cities and public spaces benefits not only with older people in mind unlocks access allows for much valued unstructured older people, but the whole community. for all. The Mobilising Knowledge work- socialising. This also gives older people Together we identified our priorities for shops modules can be used to focus on something back in return for their input. improving older people’s experience design matters. Rather than this being - Older people tend to turn up on time of the city. This can be summarised as abstract they can be used to focus on and are ready to work. Be prepared! ‘Inclusion through good design’. Clearly matters which concern older people such - Expect a few people to drop out due to good design of external space is impor- as: illness, work or care commitments or tant to a sustainable and inclusive socie- bereavement. ty. This is not merely a question of aes- - Neighbourhood: Design features that thetics. It is crucial to safety, health and enable older people to get out of their longevity of all. Poorly designed streets homes as much as they would like, and roads have severe consequences e.g. matters of security, neighbourli- for older people. Nearly half of all pedes- ness, access to local services (the trians killed on the roads are over 60. chemist, post office, shops, buses), Furthermore, when injury is sustained, it - Homes and gardens: Design features is six times as likely to be fatal to some- that enable independent living, one over 80 as for someone of 40 (see - Access to local services and to the research by Age Concern 2007). Other built environment outside one’s home factors such as safety, affordability, lack and of information, unhelpful drivers or unreli- - Socialising and participating in society. ability of services are also important in Participants getting on the bus to get to Deptford encouraging older people to get out and
Good Practice Guidelines 13 familiar, legible, distinctive, accessible, affordable and sheltered housing, comfortable and safe (Hanson, 2003, 2004, - Mobility – How streets should be de- Burton and Mitchell, 2006). Clearly, ensur- signed (paving, bus stops) and how ing that these principles are adhered to in to improve older people’s movement the planning and design process requires a through the city. commitment from a wide range of partners. The Mobilising Knowledge Findings docu- These topics were then discussed in groups ment contains specific examples of some of along with participating professionals such the street design features which are impor- as planners, local councillors and repre- tant to their sense of place, access to place sentatives form older peoples groups. The A participant’s example for inclusive design and mobility within an area. When designing table below sets out some examples of the and planning urban space there are a range suggestions gathered in the workshops and of simple features which can ensure neigh- examples of how these may be translated bourhoods are conducive to active ageing. into guidelines and makes suggestions as to During the Mobilising Knowledge summer what a range of agencies and organisations, school the following themes emerged as lo- such as the local authority and Transport for cal priorities for older people. London, can take into consideration.
- Liveable town centres – How town cen- The table below sets out some examples of tres can be amenable for older people the suggestions gathered in the workshops and every other citizen, and offers ways of how they can be trans- A participant’s photo of an example of poor urban design: it is very easy to trip because of uneven pavement - Heritage and planning – How to protect lated into practical guidelines. These are the heritage of Lewisham, suggestions as to how older people’s per- Neighbourhoods in which older people are - Housing – How houses should be pri- spectives and priorities can be included in able to actively age in are ones which are oritised, the numbers and availability of design and planning processes.
14 Good Practice Guidelines Examples of Suggestions from the Mobilising Knowledge Workshops and Guidelines
Theme Participants’ Suggestions Guidelines
Liveable town centres – how town centres can be welcoming Need for regular seating on long roads and hills. Local Authority provide seating on long roads and hills in to older people and every other citizen. existing areas and when planning new developments. Overhanging shrubs are a hazard. Conduct a ’walkability audit’ with older people in neighbour- and hoods where there are higher than average percentages of older people. Mobility – how streets should be designed (paving, bus stops) Uneven pavements – Dangerous to older people. Local Authority make a process of reporting pavements in and how to improve older people’s movement through the bad condition and system of repairs transparent. city. Neighbourhoods with high pedestrian traffic or higher than average numbers of older people prioritised. Conduct a ’walkability audit’ with older people in neighbour- hoods where there are higher than average percentages of older people. Well designed buses and bus shelters: Older people need to Transport for London (TfL) provide seats that you can sit on sit and rest. at bus stops, not just ledges. The lack of public toilets – there is no statutory duty to pro- Local authority provide and maintain public toilets. vide them! Start a community toilet scheme – local traders provide facili- Local authority provide and maintain public toilets. ties to public and offered tax rebate in return (see left). Start a community toilet scheme – local traders provide facili- Traffic lights – longer crossing times. Local authority liaise with Transport for London (TfL). ties to public and offered tax rebate in return. Buses – Transport for London – Seats at bus stops poorly Start a public awareness campaign with TfL. Details of such a scheme are available at http://www. designed seating issues. Young people not giving up their richmond.gov.uk/press_office/business_pride/community_toi- seats, people not queuing. Development in new areas needs infrastructure. Regular bus let_scheme.htm. This programme enables local businesses services and good bus drivers. like pubs, restaurants and shops, to work together with the Need for a pedestrian centre with trees and landscaping, Take advantage of redevelopment opportunities to route Council to make more clean, safe and accessible toilets seating, water features, a quiet place to feel relaxed, with buses and provide bus stops, shelters and seating. available to the public. Members of the public can use toilet suitable routes for buses and convenient bus stops or bus facilities during the premises opening hours and without the Consult local residents, work with GLA/TFL and routing and station. need to make a purchase. Participating premises display a locating shelters and seating stickers in their window. Redevelopment opportunities to keep car parking on the edge of centre: park and ride.
Good Practice Guidelines 15 Examples of Suggestions from the Mobilising Knowledge Workshops and Guidelines
Theme Participants’ Suggestions Guidelines
Heritage and planning – how to protect the heritage of Lewi- Protect local amenities. Work with older people on local history and heritage, carrying sham Make a register of local landmarks – keep it up to date to out a landmark audit, building up a register of locally signifi- speed up planning applications. cant landmarks. Need for a Museum – local study centre and heritage group? Principle of Preservation shouldn’t be authenticity but LOCAL Landmarks that have meaning and memory locally Principles of retain and re-use: NOT demolition (i.e. retaining just facades) Housing – how houses should be prioritised, the numbers We need suitable and affordable home for everyone – regard- Consultation on planning policies. and availability of affordable and sheltered housing less of age. Provide lifetime homes – which can be adapted to the flex- ibility of living arrangements Better and more efficient support networks should exist to Some separate provision of housing specifically for the frail assist those elderly residents who cannot cope with general elderly. housing upkeep Develop partnerships with voluntary and community sector, Monitoring group to maintain the state of non-private resi- dence
Housing areas should endeavour to accommodate all age Extensive development of lifetime homes will require vision- groups promoting a social ‘mix’. However, design of these ary architects and local authority. areas should appreciate different age groups different hous- ing needs – promoting harmony. Developers should include housing for the elderly: bungalow Plan and design housing for all, not just young urban singles type developments with no stairs and easy access. and couples, Some separate provision of housing specifically for the frail elderly. Some separate provision of housing specifically for the frail Incorporate provision for all elderly people into new design elderly. and development.
16 Good Practice Guidelines Conclusion
Throughout the Mobilising Knowledge summer school it was clear that older people would like to be involved in plan- ning continuously and from an early stage, i.e. not after decisions had already been made. Furthermore, they prefer to be consulted as a community and as part of neighbourhoods rather than engage in the planning process as individuals, e.g. by writing individually to oppose planning applications. The Mobilising Knowledge guidelines and toolkit set out some clear instructions as to how to meet this aim. Participants’ images of public spaces Clearly knowledge exchange among the participants and policy and planning pro- fessionals is helpful and everyone could learn from each other and produce urban communities which are more sustainable in the long-term. We hope that many boroughs will follow our example and try to incorporate our findings on how to include older people in the planning proc- ess and make urban developments more inclusive of their needs.
Good Practice Guidelines 17 A participant’s mental map of Lewisham
18 Toolkit The Mobilising Knowledge Toolkit
The Mobilising Knowledge Summer School Process
This toolkit provides a set of instructions Aim of the whole process Group size for running participative planning work- To work with a group of interested older 20 persons maximum shops as part of consultation processes people on urban change, teach them with older people. different skills and learn more about past Time span urban regeneration schemes, changes in 2 days per week for 2-5 weeks. A two It is designed as a modular workshop a particular area and planning processes. hour session in the morning followed by system so that, depending on time frame, How to do it: Plan your budget and a half an hour lunch break (or a bit longer budget and group size, either the whole schedule, make a choice of the workshop to allow time for socialising), a one and a summer school or parts of it can be re- modules and then apply for funding. half hours session in the afternoon. peated. With this document we try to give Make contact to older people’s groups some advice on what needs to be taken and newspapers. Do the outreach ac- Equipment into consideration when planning a simi- cording to the group of people you wish Laptop(s), projector, scanner, microphone, lar event, e.g. methods, budget or time to consult. Plan the modules in more de- 1-2 flipcharts and flipchart paper, sound frame. The Toolkit has been developed tail, purchase materials, organise venue recorders, pens and pencils, sketchbooks from the lessons we learnt from the 2007 and catering. Send an information pack or folders for the participants in order for Mobilising Knowledge Summer School to the participants. Make the modules them to take notes and collect information, Process. happen. Wrap up. Report or other dis- digital cameras, plenty of paper (A4 and semination. A3), maps, printer, photo paper, ink car- The modules are kept general so that tridges, material for exhibition (foamboard, they do not only apply for planning con- What you will get out of the session velcro, spray mount and post it notes) and sultation processes but also for other A diverse group of informed, capable and exhibition boards. If you film the summer kinds of consultation. engaged older people who will be able to school or modules you will need DVDs, participate in planning consultations and cases and labels. If you plan an interven- potentially engage and train others. tion in public space, you should think of renting a canopy in case it rains.
Toolkit 19 Module: Reminiscence Workshop
Budget (depending on salary) of being taken seriously. Aim of the session 2 people organising the whole summer - If you plan to engage more BME To find out how older people perceive school: 5 days outreach, 2 days adver- groups it is advisable to include money their neighbourhood/borough/city in the tisement, 10 days organising summer for a translator in the budget. past and present and what has changed school and buying materials, running the - Allow enough time for planning the in a certain area. summer school for approximately 6 days, summer school and wrap-up. 3 days for wrap-up. If other outcomes are - Older People start rather early. How to do it expected, include more days. Two as- - They are very punctual. To ask the participants certain questions, sistants for the whole summer school are - Free lunches and refreshments should guided by a moderator, and record their useful as a lot of extra work accumulates. be provided to offer something for their answers with sound recorders. These are For lunches calculate for £6 per head. time and effort. That was very popular. the questions that Age Exchange asked On some days sandwiches are fine, then - The afternoon session shouldn’t last the participants: a buffet for a change. For refreshments too long as people get tired after calculate about £1.5 per head and day lunch. What you will get out of the session (tea, coffee, water). You may need to - People like to set off home before the - Older people feel that their experienc- consider transport costs. Older people school rush on buses starts. es are taken seriously and validated. can get a Freedom Pass from the age of - It is useful to focus on a smaller area - Impressions of the borough’s past. 60. For equipment we had a budget of in your borough, not the whole bor- - An archive of old photos and memories. £1.100, but we also got in kind contribu- ough. - An overview of the extent to which tions from Goldsmiths of £7.000. - Two days per week are enough (read older people have been involved in more on page 10 Guidelines). planning and have been consulted by Lessons learnt planners in the past. - It is good to regularly stay in touch with the participants by phone, e-mail Group size or post as this gives them the feeling 2 groups with 8-10 people, each with 2 project workers.
20 Toolkit Time span one photos of the place they like most If you were to take three photos in Lewisham At least two hours. Older people have and one of the place they dislike most). Choose something ‘Good’, something ‘Bad’, a lot of knowledge of the area where and something ‘Ugly’. Tell the group about the Age Exchange who delivered the module asked reasons for your choices they live and want to talk about it. If they the participants to do the following: present photos, it takes up more time. 7) A Journey in Lewisham: 1) To introduce themselves. Pick a favourite / familiar journey from the past Equipment Describe your journey at a particular time (you could be a guide, take people with you, Participants’ photos, sound recorders. 2) To describe a memorable feature of their home. This could either reflect the design or pointing out things and telling stories) construction or a special object within ie glass- Take this journey today, what has changed? Budget work, bathroom, mantelpiece. How do you feel about the change? £400-500 for four project workers who deliver two two-hour sessions. 3) Each person is asked to reflect on a place in 8) To recreate a part of Lewisham through Lewisham from the past where they feel safe. sound. The group work to create a soundscape This could be compared with a modern day of the past and then describe the place ie the Lessons learnt place where they feel safe today docks, market, work, etc. - This is a good module to start with as participants can introduce themselves 4) To describe a memorable: and where they come from. - Street - Shop - Older people have a lot of valuable - Place of industry or work knowledge of the borough’s past. - Place of entertainment - Older people like to talk about their past experiences. 5) To tell the group about their photo(s): - It is interesting to look at their old pho- - Who, where, when, what? - Tell us a story about it, the place, the people tos (here it is important to restrict the - If you took a photo there today, what would you see? number of photos and give them a cer- - How do you feel about the change? tain topic, e.g. a photo of their house, 6) ‘The Good, the Bad, and the Ugly’: Laurie Grove Baths, New Cross (now part of Goldsmiths)
Toolkit 21 Module: Meeting the Planners
Aim of session specific area or the planning process in That older people understand the basics general. of the planning system and get an un- derstanding of particular projects in the Group size borough/town. Whole group
How to do it Time span 30 minutes presentation and enough time Approximately one hour, max. 1.5 hours. for discussions. It is important to inform 30 minutes presentation with 30-50 min. participants about the work planners do discussion. so that their work will not be confused with what the whole council does. Most Equipment likely not every person has been involved Laptop and projector, microphone in planning issues before. Avoid planning language. It is useful if planners briefly Budget Hither Green Hospital - past and present describe their work, the planning system Planners will most likely come in for free. with its different administrative levels, what different plans mean and their level Lessons learnt of influence on decisions specific to an Good moderation and a questionnaire area. for the case that the discussion goes in a direction that doesn’t help the process. What you will get out of the session This session will help participants to bet- ter understand planning and its implica- tions. Be clear that you either focus on a
22 Toolkit Module: Digital Photography
Aim of session Photoshop. You can upload images and To familiarise older people with digital create a slide show where people show technologies and to prepare them for go- their photos and discuss why a partici- ing out to photograph their area. pant took a certain photo, what it means to her/him. You can also upload the im- How to do it ages to the web – create a website or a Purchase or borrow simple digital cam- blog. There are lots of possibilities! eras as those will allow the participants to focus on the most important functions: What you will get out of the session where to switch the camera on and off, Photos that show the participants’ sub- how to hold the camera, to familiarise jective experiences and views of places Images by the participants themselves with the LCD display and and topics, their likes and dislikes follow- the viewfinder. Explain how to store ing themes of access, comfort, safety, digital images and how to process them. etc. (see Guidelines page 11ff). Introduce them to the cameras in a big group and then hand out cameras. Let Group size them take photos alone or in pairs of two. Explanation in big group. Photograph- Give them specific tasks as this helps to ing alone, in pairs of two or small groups structure the outputs, e.g. take photos depending on how many cameras are of good or bad urban design. Afterwards available. meet again in group to discuss experi- ences. Depending on time and output, Time span participants can learn how to print im- 20-30 minutes introduction. 1 hour for ages themselves and how to edit them trying out. 20 minutes for discussion. with a photo software, e.g. Picasa or
Toolkit 23 Module: Walk
Equipment Aim of session to move from one place to the next. Mi- 10-20 simple digital cameras and memo- To provide the participants with an over- crophone for explanations. Digital cam- ry cards view of a particular area or a particular eras. Maps. development. Participants may get to Budget areas they haven’t been to. Budget approximately £40 for a simple digital Get a quote for a bus. The Council may camera and memory card, e.g. Vivitar. How to do it support you. A photographer will take between £ 100 Organise a route with old and/or new and 300 for a 2 hour session. urban developments. Give explanations Lessons learnt of history and future plans. - Taking the bus was helpful as not eve- Lessons learnt ryone in the group can walk far. Most of the older people are interested in What you will get out of the session - The participants enjoyed the session learning something new. We didn’t have A basis for future discussion. It is often as they leant new facts about Dept- enough time to show everyone how to easier with an image in mind. Helps the ford. print images themselves and how to edit group to interact with each other. - They had a chance to test the digital them on the computer, but there was cameras. definitely demand for it! This was the Group size - It gave them time to talk to each other. most popular session. Older people us- Whole group ing digital cameras prefer cameras with a very clear display. Time span Impressions from the walk The maximum is 1 hour. It depends on how fit the group is.
Equipment It is convenient to organise a bus in order
24 Toolkit Module: Mental Maps
Aim of session Explain why the results of mental maps repeated or continued some other time if To get to know older people’s perceptions are so useful for later interpretation. needed. and memories of spaces. Ask the participants to draw a map of their neighbourhood. Equipment How to do it Explain them that there is no right or Paper, pencils, coloured pens, laptop and Introduce them to the concept of men- wrong way of drawing the map. projector for presentation. tal maps á la Kevin Lynch and ask the The map doesn’t have to be to scale. participants to draw mental maps of how Colours can be used to code areas as Budget they experience their neighbourhood. nice/not so nice/horrible/safe/danger- £ 20 max. for paper and pens. You can ask them to draw a map accord- ous/noisy/pleasant/frequented/not visited ing to the following questions: (see also Findings page 47 ff.). - Movement: Where do you go within the borough? Which places do you What you will get out of the session About Mental Maps visit regularly? Which never? What Mental maps show very personal views The American planner Kevin Lynch describes his idea of mental maps in his publication “The makes it easy or difficult to move? of spaces. It gives you a better under- Image of the City“ (1960). He was seeking for - Accessibility: Places you would like standing of the neighbourhood in which ways of how to visualise individual perceptions to visit but you cannot go there (e.g. participants live, what they like, what of the urban landscape, of how people walk because of transport, distance, barri- bothers them. through a town, and which paths they take. He conducted studies in Boston, Jersey and ers, etc.). Los Angeles. Lynch’s intention was to use the - Neighbourliness: Things you like/dis- Group size results as the conceptual basis for good urban like in the neighbourhood. Places you Whole group design, and he states: “Nothing is experienced visit. Things that need to be improved. by itself, but always in relation to its surround- - Past/Present: Important places for you Time span ings, the sequences of events leading up to it, the memory of past experience“ (Lynch 1960: that are there/not there any more/are 10 minutes introduction, 20 to max. 30 1). He then grouped the results in groups/cat- new at the old places. minutes drawing. The session can be egories by focusing on objective aspects.
Toolkit 25 Participants’ mental maps
Lessons learnt Be precise with the task as otherwise the participants may be confused with what to do. Urge people to be creative – stress that maps do not have to be accurate. Allow people to find their own way of doing it.
26 Toolkit Module: Academic Input Module: Futures Workshop
Aim of session Lessons learnt Aim of session To get information on a certain topic. Older people get tired more easily, espe- To focus on one or more topics that cially when presentations are scheduled need(s) further clarification or are impor- How to do it for the afternoon. Present in easily un- tant. Let the speaker present the topic and derstandable language. Make it interest- leave plenty of time for discussions. ing and interactive by asking the group How to do it Someone needs to moderate the session. questions in between (e.g. ask them “Future Visioning Workshop” is a partici- what relevance the topic has to their pative method that has been invented by What you will get out of the session borough). the two researchers Robert Junck and A better informed group of older people. Norbert Mueller in the 1960s and further Input for future discussions. developed by other researchers and practitioners. The aim of Future Vision- Group size ing is to structure working and thinking Whole group processes, to apply creative thinking and argumentation structures, to encourage Time span creativity and fantasy, to confront wishes 20-30 min. presentation, 30-45 min. with the reality and apply them crea- discussion tively to a vision of the future. It offers a method of realising common ideas and Equipment implementing them. A moderator leads Laptop, projector, microphone, flip chart, pens the group through the workshop.
Budget
Most likely speakers will come for free. Other- Prof. Michael Keith, Goldsmiths, gives a presentation on wise you may want to pay them a £150 fee. the Thames Gateway
Toolkit 27 Future Visioning is usually organised into how can we realise it? What do we - And there are no constraints, espe- three main phases with breaks in between: like to bring forward? What hinders us cially in the fantasy phase. from doing so? - Interferences have priority . 1) Critique - Reflection: Reflection in group and 2) Fantasy perspectives. The main principle is to work in small and 3) Realisation - Permanent Workshop (after the Future large groups and to encourage the par- Visioning Workshop): Advising and ticipants’ differing opinions, perspectives The Future Visioning workshop can be accompanying, organising project and and wishes. It is important that they are divided into seven steps: organisation structure. expressed in ways that all of the group understand. All these ideas will be bundled - Preparation: Here you clarify aims, The moderator explains the most impor- in the three main phases, especially in the the question/problem and agreements tant ‘Rules of the Game’ at the beginning fantasy phase, and grouped into thematic amongst yourselves as organisers/ of the orientation phase, which are: clusters. The participants will decide moderators – it is your script, which which themes are the most important can be modified depending on the - There is no hierarchy of ideas or com- ones and select them, e.g. by sticking up situation. ments, no good or bad ones. All ideas stickers on the themes that the partici- - Orientation: People arrive, introduce are treated the same. pants are most interested in. each other, you explain the theme/ - No one uses “killer phrases”. topic and method, - Participants help each other, ideas of After having asked the participants “what - Critique: What is happening, what is others can be taken up and developed. needs to be changed in the borough”, bad, and why is it like this? - Visualise as many comments as pos- they wrote their comments on cards, - Fantasy: Develop visions: What do we sible on moderation cards (one idea which were then stuck on the wall with aim for? What is our common ground? per card explained in a few words and bluetack. Everyone chose three cards - Realisation: Check and prepare imple- in easily readable handwriting). that seemed most relevant to them and mentation: What do we wish to realise, - Be concrete, name examples. stuck 3 stickers on them. Afterwards we
28 Toolkit grouped the cards into themes (read Then the whole group split up into sub- Equipment more about the themes that emerged groups depending on interest and dis- Moderation cards (ideally half A5s), thick during the workshop in the Findings cussed the topics alongside with the ex- pens. Pencils, paper in A4 and A3 to take chapter on page 51 ff.). perts. After each session the sub-groups notes. Blutack, stickers, flipcharts. gave feedback to the large group. Budget What you will get out of the session If you know how the method works, you Ideas for future changes, how these can lead the workshop yourself. Other- ideas can be realised and implemented. wise a moderator will take between £400-800 per day. A moderator will add Group size costs for preparation and wrap up. About Introduction in the whole group and then £50 for materials. A venue may be free. split up into smaller groups (3-6 people). You can already host the workshop for Lessons learnt
Impressions from the Lewisham Futures Workshop 2 persons. If your group consists of 15 Be specific with the main topic/question. persons, 1 moderator is enough. If 15-40 Good moderation is key as well as good participants attend, 2-3 moderators will time management. It is important to be be needed. If the group is even larger, very clear about the purpose of the ses- you may need to think about employing sion, as people easily either get bogged moderators for the sub-groups. down in detail or talk in very general terms – the ideas people have need to Time span be turned into points that are both gener- One day with breaks or continue on the alisable and concrete. second day and also on a third day.
Toolkit 29 Exhibition Intervention
Aim of session photo lab for prints), paper in different Aim of session To present results to the public. sizes and colours, various pens and pen- To present results to the public and to cils, at least another laptop and printer for interact with the public. How to do it printing texts, titles, etc., foamboard, photo Either a short discussion on what to mount, bluetack, Velcro, exhibition boards. How to do it present or the topics have already Organise and put up a market stall, emerged from the previous sessions. Time span organise a canopy in case it rains. You 1-2 days may want to put up chairs for the older What you will get out of the session people. Display the results of the mod- - A visual presentation of the themes the Budget ules or the exhibition. Interact with the participants have worked on, About £50 for materials. If you have to visitors of the market in a variety of ways - An opportunity to communicate with the buy a photo printer and ink, you will need to make them think about their local area. public, to budget for approx. £170. If you take City Mine(d) and the participants asked - To engage with the wider public, not the images to the photo lab, then it will be the public questions about themes that only the group that has been involved cheaper. You may have to rent exhibition emerged from the workshop. Consider 1 in the modules/process, and boards (we paid £330.00 + VAT for eight hour for setting everything up, 2 hours for - To build an interest in planning. panels). the intervention, 30 minutes to an hour to take everything down (read more about Group size Lessons learnt the intervention in the Appendix Two of Decision-making in large group, then Two days of preparation are better than the Findings). work in smaller groups on different topics. just one day. The photos and whatever material is needed should have been What you will get out of the session Equipment ready printed, copied, etc. in advance so Empowered older people who engage Photo paper, ink cartridges, laptop, printer that the group can start to work on it im- with the public and a more informed (or otherwise take photos on a CD to a mediately. public.
30 Toolkit Film
Group size Aim of the film and printing labels 1 day. Our filmmaker Whole group To document the process and give others filmed for 6 days and edited for 3 days. an idea of the project and process. Budget Equipment £1300 for 6 days filming and 4 days edit- Materials to be displayed, canopy (in case How to do it ing. it rains), chairs, table(s), refreshments. Find a filmmaker who can film the proc- ess. You will need to ask the participants Lessons learnt Time span for their permission. Get their signatures It makes it easier for the filmmaker if you 2 hours on a consent and release form (see Ap- have ideas or a script from the beginning. pendix 1 of the Toolkit, page 31). Budget For the case of bad weather we rented What you will get out of the it a canopy (£200) and chairs and tables. A film about your project. Marketing material. They were also delivered and collected by the company. Provide refreshments Group size and lunches or cookies. You may need n/a to obtain a license for the itnervention. Think about your public liability insurance. Equipment Camera, tripod, film tapes, DVDs, DVD Lessons learnt labels and DVD cases Have a space that is big enough for the whole group. Don’t make it too long as Time span otherwise people will get tired. Not every- Shooting depending on the number of one likes to engage with the public. Have modules/days; editing depending on a poor weather plan B. number of days; burning DVDs, designing Exhibition board ‘Protecting the Area’s Heritage’
Toolkit 31 Walkability Audit
Aim of the whole process Time span To gather information on the pedestrian I half day walking, I day analysing infor- environment in a particular area, identify mation and discussing the process and both hazards and positive features that results. impact on the mobility of older people and those whose mobility is impaired. Equipment Digital cameras. a laptop, projector, How to do it sound recorders, pens and pencils, Recruit your group. They should have sketchbooks or folders for the participants varying degrees of mobility. This could in order for them to take notes and col- include people who are fit and well, peo- lect information, digital cameras, plenty ple with hearing or visual impairments, of paper (A4 and A3), maps. You can use Street/Path Design - Impressions from the participants people who walk with a stick, wheelchair more or less of these depending on your users and their carers, people with push- budget. Cameras, prints of the images, chairs. Identify your area. pens and paper are the minimum require- ments. What you will get out of the session Clear information on the walkability of a Budget (depending on salary) particular neighbourhood or street. 1 person organising the walk: 1 day out- reach and advertising, 1 day for walk, 1 Group size day write up. 20 persons maximum
32 Toolkit Appendix 1
Consent and Release Form 2007 th Amanda Egbe Goldsmiths: Mobilising Knowledge In perpetuity : Worldwide All rights the exhibition of work on July 25 a written report about the project a short film used for educational and training purposes MOBILISING KNOWLEDGE – CONSENT & RELEASE FORM Film maker: Client: Participant’s Name: ______For valuable consideration I hereby grant the *photographer/agency/ client absolute right to use the photograph(s) and digital footage, from above mentioned project, but only for the project specified above, solely and exclusively: Media: Territory Period of Use: I understand that the image shall be deemed to represent an imaginary person unless agreed, in writing, by my agent or myself. I understand that I/We have no interest in the copyright, nor any moral rights, photograph/ image. I am happy for the image to appear in: Name of participant: (print) Signature of participant: Date:
Toolkit 33 Appendix 2
Mobilising Summer School Schedule
10th July Time Goldsmiths 10.30 Introductions (15 minutes) College, . Introduce us Richard . Explain project and go through schedule (Alison and Gesche) Hoggart . Name and why you came along Building (room . Explain urban intervention (Jim) 141) 11.00 Tea And room 138 11.10 Lewisham Past (Age Exchange) Reminiscence work with old photos Session plan by Age Exchange - Get people to think about how much the urban fabric of Lewisham has changed in the time they have lived in the borough - this may be about changes on their estate, journeys they make, places they used to go, places they go now. - Think about how changes to the urban fabric have impacted on their lives, e.g. socialising, journeys, accessibility etc. 12.30 Lunch 1.30 Lewisham Future 1 Introduction to Lewisham regeneration projects (Chris Brodie, Emma Talbot, Sara Feys from the Borough of Lewisham) . Current urban development projects (Deptford and Lewisham Gateway and Catford (maybe refer to press clippings in pack) . Masterplan Lewisham North . How planning applications work . Consultation 11th July Time Detail Goldsmiths 10.30 Introduction to photography (Simon) (room 141) . Difference analogue and digital photography . Familiarise self with digital cameras . Photography practice . Health and safety 11.00 Tea 11.15 Bus Tour: Route to be confirmed 12.30 Lunch at the Albany Rm 141 1.15 Bus back to Goldsmiths 1.15 Reflections on the walk (All) . Comparing the walk and drive to the plan. . Remembering the area in the past.
34 Toolkit Mental maps of Participant’s local geographies . Producing maps on A3 paper of their everyday geographies (in a week places you go to regularly, daily, weekly, and places you don’t go, and why not) positives and negatives (can be map, picture, can include prints of photos taken the day before) (Gesche and Alison) Summary, discussion of next week , quick trip to Ben Pimlott Building, thanks and bye 18th July 10.30 Welcome back Ben Pimlott Participative Planning Building (room o Recap on the week before. 3+4) Inclusive Design of Public Space (Prof. Julienne Hanson, UCL) to talk about the Lewisham Gateway and Deptford 12.30 Lunch 1.30 The Thames Gateway (Prof. Michael Keith for Thames Gateway) . Introduction to the Thames Gateway . Why it came about . Futures of London . Planning and participation in the TG . Lewisham in the Thames Gateway Prepare for workshop Tell participants who is coming Participants prepare their questions for next day 19th 10:30 Workshop July Ben Lewisham Future 2 Pimlott Workshop with Participants, Building (room Lewisham Council (Dep. Mayor Heidi Alexander, Cllr Robin Cross, John Miller (Head of Planning), Lovelace Poku, 3+4) Barbara Gray), Chris Bain (Age Concern), Prof. Harbhajan Singh (LOPSG), Prof. Julienne Hanson (UCL), Prof. Michael Keith (for Thames Gateway), Jim Segers (City Mine(d)) 12.30 Lunch 1.30 Workshop Lewisham Future continued 3.30 Close 20th July 10.30- Prepare for Exhibition Ben Pimlott 3pm Building (room 3+4) 3pm- 6pm Exhibition
25th July noon – Urban intervention: Deptford Market 2pm
Toolkit 35 A participant’s mental map of Bellingham
36 Findings Findings from the Pilot Project: Mobilising Knowledge – Solving the Interaction Gap Between Older People, Planners, Experts and General Citizens within the Thames Gateway Introduction: The Mobilising Knowledge Summer School Older people are an increasingly large exploration of the plans for the Thames Older people, having lived in the city percentage of the population but are Gateway. This process allowed senior were vocal about the impact of planning often disconnected from the development citizens to interact with urban change, decisions on their everyday life. Many process. Even if, according to Lewisham reflect on their needs, and propose workshop participants had lived with the Primary Care Trust, about 11% of the solutions for how developments can be consequences of the earlier approaches Lewisham population are aged 65 or over, more inclusive of the entire population. to planning in the past and had lived (which is 2 % lower than the UK average), The results were disseminated to diverse through/and with through the planning finding strategies on how to integrate the public and private agencies in a variety mistakes of the past. These included needs of this group means accessing the of formats. In this process we made the high rise social housing and social hous- views of a significant percentage of the broader public as well as policy-makers ing which did not incorporate a neigh- local population. Older people are a group aware of the older people’s particular bourly public space. who are often disadvantaged in their in- requirements in the urban environment. teractions with the urban environment and The project sought to increase older peo- their valuable knowledge and experiences Throughout the workshops it was clear ple’s involvement in planning decisions remain untapped by planners. that older people would like to be in- while also increasing urban planners’ and volved in planning continuously and from everyday citizens’ knowledge about the This was the reason for planning a sum- an early stage, i.e. not after decisions needs of older people. This will elicit the mer school which critically explored had already been made. Furthermore, perspectives of older people on urban future developments from the perspec- they prefer to be consulted as a com- development, thereby empowering a part tive of local older people. The summer munity and as part of neighbourhood of the population that is often excluded school worked with 22 senior citizens of communities rather than engage in the from official decision-making processes. mixed ethnic and class backgrounds. We planning process as individuals, e.g. by By including them in planning processes, equipped them with knowledge and skills writing individually to oppose planning we expect developments that produce in art, geography and citizenship, by applications. urban communities which are more sus- means of photography, mapping and an tainable in the long-term.
Findings 37 The National And Local Context: Statistics on Older People
The results of the summer school and the In the next decade demographic and urban 60,209,000. Of this figure, 18.7% were over process and the findings of the summer changes will have profound effects on all UK pensionable age: school are summarised in the Findings doc- residents. According to the Office for Na- ument, the learning from the process is also tional Statistics (2007a) the population in the - 7,100,000 were women aged 60 and over (of captured in the Mobilising Knowledge Good UK is ageing as a result of declining fertility whom 5,505,000 were aged 65 and over), Practice Guidelines which can be used in and mortality rates. Older people are living - 4,143,000 were men aged 65 and over, future planning processes in London, the longer and people are having less children. - 9,647,000 were people aged 65 and over, Thames Gateway area and the whole of This has led to an increase in the percent- - 4,599,000 were people aged 75 and over, the UK. In this document we will describe age of the population aged 65 and over and - 1,175,000 were people aged 85 and over the process of running the summer school a declining proportion of aged under 16 year (Age Concern 2007). workshops and summarise the results. olds. however, not all age groups have been affected by the change in the same way. In Looking at the minority ethnic population in the United Kingdom, in 2005, according to the United Kingdom, in 2001, within specific estimates based on the 2001 Census of ethnic groups: Population, there were more than 11 mil- lion people of state pension age and over - 11% of Black-Caribbean people were (11,244,000): Of these aged over 65, - 2% of Black-African people were aged - 9,381,000 live in England, over 65, - 975,000 live in Scotland, - 7% of Indian people were aged over 65, - 609,000 live in Wales and - 4% of Pakistani people were aged over 65, - 280,000 live in Northern Ireland. - 3% of Bangladeshi people were aged over 65, and In 2005, the population of the United King- - 5% of Chinese people were aged over Population: by gender and age, mid-2005; Source: Na- tional Statistics (2007a) dom, based on mid-year estimates, was 65 (Age Concern 2007).
38 Findings The Local Population
According to Lewisham Council (2006) the bers of elderly females. There are twice as and eastern boundaries of the borough younger age profiles in Lewisham, London many females as males in the over 80 age tend to have the lowest BME popula- and the UK are quite similar. However the group (Lewisham Council 2006). tions with many parts of Blackheath, 24 to 44 age group is proportionally much Lee Green, Grove Park, Whitefoot and bigger in Lewisham (39%) than the UK There are two main areas of Lewisham Downham having less than 18% of their average (29%). Consequently, Lewisham where the Black and Minority Ethnic population that classify themselves in the has lower proportions of its population in Group population exceeds 50%: These BME groups (Lewisham Council 2006). the older age groups compared to both are New Cross, Evelyn and parts of the London and UK average. 36% of the Telegraph Hill in the north of the borough In Lewisham, where we ran the sum- UK population is aged between 45 and and Rushey Green, Lewisham Central mer school the average percentage of 79, whilst this is 26% in Lewisham. As the in the centre. Wards along the southern pensioners in the borough is 15.7%.
22-44 population ages it is likely that in the 60 future older people will be a larger percent- age of the local population than at present. 0
9 0 7 The older population of the borough also has gendered and ethnic dimensions: 0 29
Lewisham’s older population is ethnically 9 20 6 diverse and made up of more women than 2 9 0 7 7 7 men: 3,000 more women than men live in 6 6 6 the borough (2002). However in the young- 0 er age groups the male population the 0 to to 6 to 9 20 to 2 2 to to 9 60 to 6 6 to 79 0 and over percentages of males in the population is slightly higher. But this difference is being Lewisham London United Kingdom overtaken by the significantly higher num- Resident Population by Age, 2002 (Percentages); Source: London Borough of Lewisham (2006)
Findings 39 Lewisham London 24.5% compared to 9.0% in New Cross). Total Population 248,922 7,172,091 It is worth noting that just under three Male 48.2% 48.4% quarters of pensioners live alone. Lewisham Borough 11.4 15.7 Bellingham 13.8 18.9
Female 51.8% 51.6% Blackheath 13.6 17.4
Aged 0 to 14 19.9% 19.0% Lewisham Borough 11.4 15.7 Brockley 7.8 10.3 Catford South 10.2 16.2 Aged 15 to 29 22.8% 22.9% Bellingham 13.8 18.9 Crofton Park 9.8 14.1 Aged 30 to 44 28.2% 25.7% 17.4 24.5 Blackheath 13.6 Downham 18.1 Aged 45 to 59 14.5% 16.1% Brockley 7.8 10.3 Evelyn 8.4 10.7 Forest Hill 11.3 15.4 Aged 60 to 74 9.2% 10.5% Catford South 10.2 16.2 Grove Park 14.1 20.6 Aged 75 to 89 4.8% 5.4% Crofton Park 9.8 14.1 Ladywell 8.9 12.3 24.5 Aged 90 and 0.5% 0.5% Downham 18.1 Lee Green 12.8 18.4 ovee 10.9 14.3 Evelyn 8.4 10.7 Lewisham Central New Cross 7.1 9.0 15.4 Age Groups (2002): Source: London Borough of Lewi- Forest Hill 11.3 15.4 Perry Vale 11 sham (2006) 20.6 13.7 Grove Park 14.1 Rushey Green 10.8 17.8 Most pensioners live in the south eastern Ladywell 8.9 12.3 Sydenham 13.3 Telegraph Hill 8.1 10.8 Lee Green 12.8 18.4 wards of Downham, Whitefoot and Grove Whitefoot 15.2 21.6 Park where the proportion of pensioners Lewisham Central 10.9 14.3 New Cross 7.1 9.0 0 10 20 30 is above 20%. Bellingham, Blackheath, 15.4 Perry Vale 11 Lee Green and Sydenham also have 13.7 Rushey Green 10.8 Pensioner living alone All Pensioners 17.8 proportions of pensioners in their popu- Sydenham 13.3 lation that are well above the borough Telegraph Hill 8.1 10.8 average. The northern wards of Brockley, Whitefoot 15.2 21.6 Evelyn, New Cross and Telegraph Hill have substantially lower than average 0 10 20 30 proportions of pensioners (Downham has almost three times as large a proportion at Proportion of Pensioners by Ward (2001); Source: London Borough of Lewisham (2006) Pensioner living alone All Pensioners
40 Findings The Thames Gateway
Lewisham sits at the western edge of the quality and opportunity, replacing a legacy World and European city“’ (Communities Thames Gateway area. The Thames Gate- of neglect, damaged land, low density and Government 2007a) as well as being Lewisham Borough 11.4 15.7 way area stretches 40km east of London sprawl, limited opportunities and degraded close to North West Europe. Secondly, Bellingham 13.8 18.9 Blackheath 13.6 17.4 on both sides of the river Thames from the environments” (McGlynn 2006: 108). The it contains 3,000 hectares of brownfield Brockley 7.8 10.3 Docklands in London to Sheerness and Thames Gateway’s huge development land, most of it being for former warehous- Catford South 10.2 16.2
Crofton Park 9.8 14.1 Southend, formerly known as the East potential is mainly seen as being close es, docks and industrial use that can be 24.5 Downham 18.1 Thames corridor, home to manufacturing to London and therefore it has the poten- developed. The Thames Gateway project Evelyn 8.4 10.7
Forest Hill 11.3 15.4 and port sectors. The development area tial “to improve economic performance, is the largest single regeneration initiative Grove Park 14.1 20.6 includes: enhancing London’s position as a major in North West Europe, in the largest area Ladywell 8.9 12.3
Lee Green 12.8 18.4 Lewisham Central 10.9 14.3 - Thames Gateway London (Lewisham, New Cross 7.1 9.0 15.4 Perry Vale 11 Greenwich, Waltham Forest, Newham, 13.7 Rushey Green 10.8 Tower Hamlets, Dagenham, Havering 17.8 Sydenham 13.3 and Bexley), Telegraph Hill 8.1 10.8 Whitefoot 15.2 21.6 - Thames Gateway East (including Thur- rock, Basildon) and 0 10 20 30 - Thames Gateway South-East (includ- ing Gravesham, Dartford and Sitting- Pensioner living alone All Pensioners bourne).
This area is now London’s and the South East’s prime area of growth. Between 120,000 to 160,000 new homes and about 230,000 new jobs will be created by 2016. The vision is one of urban renaissance of The Thames Gateway Zone; Source: Office of the Deputy Prime Minister on behalf of East of England Regional Assembly, Mayor of London and South East England Regional Assembly (2004)
Findings 41 Lewisham within the Thames Gateway of brownfield land in the South of England. However, it is worth noting that within the The Mobilising Knowledge Summer Framework neither quantifying objectives School took place in the London Bor- In 1995 the Planning Framework for the nor a baseline were established against ough of Lewisham. The area sits at the Thames Gateway was established with which the progress could be monitored. western edge of the Thames Gateway its main principles being the following development area, opposite the Isle of (according to the Interregional Planning The London Plan suggests that almost Dogs. Lewisham is an ethnically diverse Statement by the Thames Gateway Re- half of the capital’s new homes will be borough with vibrant markets and distinc- gional Planning Bodies 2004): built in the London Thames Gateway tive town centres. Older people in the boroughs over the next two decades. borough of Lewisham have a range of - Best use of the area’s strengths and Furthermore Canary Wharf, Stratford, networks and support networks which resources for growth and regenera- Lewisham and Woolwich town centres offer opportunities for participation. tion. will accommodate very substantial em- These include for example the Lewi- - Creating a vibrant, inclusive and sus- ployment growth (Communities and sham Pensioners’ Forum, the Deptford tainable pattern of communities. Government 2007c). Action Group for the Elderly (DAGE), - Making the most of transport facilities the Indo-Chinese Association, the Elder and especially public transport. To sum up, the Thames Gateway can People’s Support Project, the Afro-Carib- - Raising environmental standards and be considered a political initiative to bean Elders Club or the Lewisham Irish the quality of development and bring- tackle the sturctural change in the area. Pensioners’ Club. The main Lewisham ing life to the river. It presents significant opportunities for in- development areas within the Thames - Promoting sustainable development in novation in terms of sustainable planning Gateway are Convoys Wharf, Lewisham which employment, housing, transport and developments as existing popula- Town Centre, the Laban, Deptford Sta- and other activities are planned in a tions and the urban fabric sit side by side tion and Pepys Estate. Up to 9,500 new mixed and co-ordinated way. with new populations and developments. homes will be built in the borough by 2016 (Communities and Local Govern- ment (2007b); BBC London 2007).
42 Findings Planning in the UK: The National, Regional and Local Context
The field of urban planning is con- organised the summer school and write the cerned with planning for and mak- good practice guidelines. ing decisions about, the future of our cities, towns and countryside. Planning decisions in the UK are made at Most broadly, planning helps to several levels: the national, regional and manage the use and development local level. of land for the benefit of the whole society. The aim of the planning The national government oversees the system is “to ensure a balance whole planning system, whereas the re- between enabling development gional and local authorities are responsible to take place and conserving and for most of the functions. Within the nation- protecting the environment and al government, the Department for Com- local amenities” (Planning Aid munities and Local Government (DCLG) 2006: 1). runs the UK planning system. Other gov- ernment departments have an influence on Planning affects our daily lives in planning matters, e.g. the Department of many respects, e.g. the houses Transport Environment and the Regions we live in, the streets we walk (DETR). In addition, there are a range through and the parks we use for of agencies that support the Government leisure purposes. There are ways with their special knowledge, e.g. English that the public can get involved Heritage, Urban Development Corporations into influencing planning decisions or the Environment Agency (Planning Aid but it can be argued that there 2006). The planning system in England is room for improvement. This is and Wales follows a plan-led system. This Lewisham Leisure and Living; Source: London Borough of Lewisham (2006) one of the reasons why we have involves preparing plans that set out what
Findings 43 can be built and where. The plan-led sys- tem was updated by an Act of Parliament (the Planning and Compulsory Purchase Act) in December 2004.
On the regional level, the Regional Assem- blies are responsilbe for planning specifi- cally, preparing, monitoring and reviewing Regional Spatial Strategies (see also be- low). In London, the Mayor is responsible for strategic planning . The Mayor’s office produce the London Plan, which is the Spatial Development Strategy for London.
A Local Planning Authority is responsible for deciding whether a proposed develop- ment (from an extension on a house to a new shopping centre) should go ahead. A local planning authority usually means the district or borough council. This should not be confused for a parish or town council. Local Development Framework; source: London Borough of Lewisham (2005) The planning system is needed to control development in your area.
44 Findings The Mobilising Knowledge Process Outreach and Recruitment
Under the new law there are now two main The Mobilising Knowledge Summer In order to ensure that the summer levels of plan: School ran over three weeks. Prior to the school was attended by a wide range actually delivery of the project we worked of participants from a variety of back- Regional Spatial Strategies: Each Regional together with a wide range of profession- grounds we consulted listings of older Planning Body (such as the north-east of als in order to be able to benefit from their people social and support groups and England) is preparing a Regional Spatial expertise and give them an opportunity representational forums, targeted to- Strategy. This sets out things such as how to contribute to the project and ensure wards older people across the borough many homes are needed to meet the future that the project was embedded in local from a range of minority ethnic groups. needs of people in the region, or whether processes. These included the London These were reached through mail-outs, the region needs a new major shopping Borough of Lewisham Departments of telephone conversations and face to centre or an airport. Planning, Design and Economic Develop- face visits, attending drop-ins etc. The ment, the Mayor’s Office, local council- workshops were also advertised through Local Development Frameworks: Each lors, Age Concern and the London Older leaflets and an article in ‘Lewisham Local Planning Authority is preparing a People’s Strategies Group (LOPSG). We Life’, a community information magazine Local Development Framework. This is also had the chance to work with Profes- produced by the London Borough of a folder of documents that sets out how sor Julienne Hanson from the Bartlett Lewisham. The 22 older people who par- a local area may change over the next School of Graduate Studies (UCL) who ticipated were from an age range of 62 few years. There may also be other types has extensively worked on design needs to 88, 12 of them were females and 10 of plan, such as how to deal with waste. within homes for older people and with males, from a diverse ethnic background More often than not these are usually City Mine(d) which is a non-profit or- from the London Borough of Lewisham. prepared by County Councils. Lewisham ganisation concerned with interventions has recently developed Lewisham’s Local in public space with offices in Brussels, Development Framework. In the overview London and Barcelona. on page 44 you can see the different documents it contains.
Findings 45 The Summer School
The summer school consisted of a set of Dialogue with Planners - Understanding talked about the differences to analogue workshops. These are summarised below. Local Planning Priorities and Processes photography, about the lifespan of digital If you intend to plan a similar process, you photos and what a digital ‘toolkit’ involves. can have a look at the Mobilising Know- Several planners and designers from the The group took a few images in the build- ledge Toolkit in which we give practical London Borough of Lewisham attended the ing to test the cameras and then took information about the different modules. summer school for the workshops. They them on a walk through Deptford in order described some of the future developments to document aspects of local change and Reminiscence Workshop that will be happening in Lewisham over the regeneration. They also took the cameras next five years. Some of the developments home and photographed some of the fea- The summer school started by exploring are described in the North Lewisham Mas- tures of their local environment that were older people’s experience of their borough. terplan, which sets out London Borough of significant to them. Working with Age Exchange, based in Lewisham’s vision for the future of that part Blackheath, and using old photographs, we of the borough. We then went on to discuss explored Lewisham’s past and the changes what a good neighbourhood should consist that the borough had gone through in the of. The group identified key aspects (see last 50 years. We wanted to tap into the Guidelines). wealth of knowledge of the borough that older people have. In this way we aimed to Introduction to Digital Photography draw out how decision-makers and devel- opers of large-scale urban regeneration Following on from the planning workshop schemes can go about understanding how we were keen to give the participants the past and present developments are expe- opportunity to represent their experience rienced by older residents. This process and views of Lewisham. The participants offers ways to make ongoing and future were introduced to digital photography by development more sustainable. Simon Rowe, a local photographer. He Leaving Goldsmiths for the photo tour and walk
46 Findings A Walk through Deptford Mental Mapping Workshop
We were keen to give participants an We asked the participants to draw mental opportunity to see first hand some of maps of how they experience their neigh- the developments going on in the bor- bourhood. One reason for doing this is ough. Together with Dr. Ben Gidley from that different artistic media are preferred the Centre for Urban and Community by different people. The American planner Research (CUCR) at Goldsmiths we Kevin Lynch describes his idea of mental travelled along the New Cross Road, a maps in his publication ‘The Image of the short distance to Deptford: an area which City’ (1960). He was seeking for ways of has undergone a great degree of change how to visualise individual perceptions of through a succession of urban regenera- the urban landscape, of how people walk tion initiatives. The area was formerly a through a town, and which paths they hub of local industry focussed around take. He conducted studies in Boston, the Creek and the River Thames. We Jersey and Los Angeles. Lynch’s intention saw traces of this past and also looked at was to use the results as the conceptual newer aspects of Deptford: luxury hous- basis for good urban design, and he ing developments (One SE8) and trans- states: “Nothing is experienced by itself, port links to London’s Docklands and the but always in relation to its surroundings, new industries and economies of Canary the sequences of events leading up to it, Wharf. We also saw evidence of some the memory of past experience“ (Lynch of the arts based regeneration which has 1960: 1). He then grouped the results in come to characterise Deptford. groups/categories by focusing on objec- tive aspects. We took Lynch’s idea as a basis but wanted
Findings 47 wanted to look at the participants’ sub- grown up near a major road, will not inter- The participants worked on their mental jective perceptions of their neighbour- pret the traffic in the same way. maps later in week two, after they had a hoods drawing on sociological theories of chance to reflect on the earlier sessions. Symbolic Interactionism. This approach Through the mental mapping session we focuses on the subjective aspects of intended to find out how the participants Inclusive Design of Public Space social life. Symbolic interactionists exam- subjectively perceive their neighbourhood ine how people make sense of their lives or certain spaces in Lewisham by choos- In the following week we had more oppor- using a common set of symbols which ing one of the following themes that we tunities to think about the specific ways in are determined through the course of hu- had identified: which ageing impacts on one’s experienc- man interaction. People act toward things es of the city. Prof. Julienne Hanson from based on shared social meanings (such - Movement: Where do you go within the Bartlett (UCL) shared her research on as public space, social encounters, ob- the borough? Which places do you ‘Neighbourhoods for Life’ and showed us jects). These meanings are derived from visit regularly? Which places do you how, for example by incorporating simple social interaction and modified through never go? What makes it easy or dif- design features, planners can vastly im- interpretation. So, everyone perceives ficult to move? prove older people’s experience of the city and interprets space in a different way - Accessibility: Places you would like (read also Guidlines pages 15-16) depending on background, education, to visit but you cannot go there (e.g. upbringing, social environment or other because of transport, distance, barri- factors (Strauss, Corbin 1998). For ex- ers, etc.). ample someone how has grown up in the - Neighbourliness: Things you like/dis- coutryside may always look out for trees like in the neighbourhood. Places you in London and may interpret a space as visit. Things that need to be improved. boring if no trees are around. Also, this - Past/Present: Important places for you person may be more likely affected by a that are there/not there any more/are lot of traffic whereas a person who has new at the old places. Prof. Hanson’s ‘Neighbourhoods for Life’ presentation
48 Findings An Introduction to the Thames Gateway - Bartlett School (UCL) and City Mine(d). ‘Mobilising Knowledge - In whose image It allowed the participants to engage with will the new Thames Gateway be built?’ urban issues, reflect on their needs, and propose concrete solutions for how de- We also had an opportunity to examine velopment can be more inclusive of the the wider dynamics effecting London entire population. through the development of the Thames Gateway area. Prof Michael Keith dis- This was one example of a ‘Future cussed some of the plans for London Visioning Workshop’ This is a participa- through the Thames Gateway and dis- tive method that has been invented by cussed some of the ways in which a Robert Junck and Norbert Mueller in range of individuals and agencies see, the 1960s. Junck and Mueller wanted conceptualise and produce accepted to find out how people envisioned living knowledge of London and its growing and working in the future. The aim of population and development process. Future Visioning is to structure working and thinking processes, to use creative The Lewisham Futures Workshop thinking and argumentation structures, to encourage creativity and fantasy, to Central to the Mobilising Knowledge confront wishes with the reality and apply Summer School was the Lewisham them creatively to a vision of the future. Futures Workshop. This was attended by It offers a method of realising common Lewisham Council officers, councillors ideas and implementing them. There is and representatives from Age Concern, no hierarchy of ideas or comments, no London Older People’s Strategies Group good or bad ones. And there are no con- (LOPSG), the Thames Gateway, the straints, especially in the fantasy phase.
Findings 49 The workshop was organized into three people and every other citizen. and details about the workshop themes. phases: - Heritage and planning – how to pro- This was displayed at Goldsmiths, Univer- tect the heritage of Lewisham. sity of London, in New Cross. Participants 1) Critique: What is bad? What needs to - Housing – how housing should be invited families and friends. The exhibition be changed? designed and prioritised, the numbers was also attended by a wider audience 2) Fantasy: What’s the vision? What and availability of affordable and shel- which included professionals from a range should the urban environment in Lewisham tered housing. of agencies and the university. look like (ideally)? - Mobility – how streets should be de- 3) Realisation: How do we want to change signed (paving, bus stops, toilets) and things? How can these ideas be imple- how to improve older peoples experi- mented? How can problems be solved? ence of and movement through the city.
The participants were asked to write These topics were then discussed in comments or questions on what needs to groups along with the experts (see also be changed in the borough on six cards page 53 ff.). which were then stuck up on a wall. After this the participants were asked to choose The Exhibition three cards that seemed most relevant to them and stuck stickers on the cards. In the exhibition, the participants dis- The Urban Intervention Afterwards the Mobilising Knowledge played the work that had been produced team grouped the cards into themes of throughout the summer school. The ma- Before the start of the workshops City which the following emerged: terial which had been produced over the Mine(d) made a number of visits to the summer school period was displayed on Deptford area, and identified Deptford - Liveable town centres – how town foamboards. This included maps, photo- High Street Market as the ideal place centres can be amenable for older graphs, stories and newspaper clippings to present the results of the Summer
50 Findings The Findings of the Summer School
School. Following on from the work- The Mobilising Knowledge Summer ability to move around the city changes shops and exhibition we held a public School set out to engage local people profoundly as does their ability to partake intervention in Deptford market. This was in a process where they could enter into in all that cities have to offer. However, organised by City Mine(d), a European dialogue with policy and planning profes- ageing should be considered a positive organisation who work to encouraging sionals. It offered a range of methods by experience; especially when we bear in cutting edge public artwork and interac- which participants could reflect on their mind that ageing brings about many tion with urban space. The participants experience of their borough, and the city physical, mental and physiological changes worked with City Mine(d) to set up a beyond. Existing research (Hanson 2007) that affect people’s functional ability. temporary area where the artwork and shows that sustainable cities are dense Longer life should be accompanied by materials produced in the course of the and compact cities. As more and more continuing opportunities for health, par- summer school could be displayed. The people move into cities and as the planet ticipation and security. The World Health participants engaged with passers-by by is increasingly urbanised, more older Organisation has adopted the term ‘active exploring the themes that emerged in the people will live in cities all over the world. ageing’ to express the process by which Lewisham Futures Workshop. With this trend in mind it is important that we can achieve this vision: “Active ageing cities continue to maintain balanced and is the process of optimizing opportunities The Mobilising Knowledge Film cohesive communities. This requires con- for health, participation and security in sidering the needs of older people. order to enhance quality of life as peo- A film about the summer school was ple age“ (WHO 2002). The word ‘active’ produced along with the good-practice In many ways the findings of the summer refers to continuing participation in eco- guidelines. It shows the process and school confirmed much of what has been nomic, cultural, spiritual and civic affairs, outputs in a visual and easily accessible discussed in previous research (e.g. Hillier not just the ability to be physically active way. Together with the guidelines and the and Hanson 1984; Burton and Mitchell or to participate in the labour force. Active toolkit the film is an important and acces- 2006). Just as cities are changing, peo- ageing aims to extend healthy life expect- sible tool for disseminating the projects ple’s experiences of cities change as they ancy and quality of life for all people as findings to a broader audience. grow older. Their needs, experiences and they age (Hanson 2007).
Findings 51 Existing research shows that older peo- which were significant to the history of the of good design, (see also research by ple go out nearly every day to the shops, borough. They also discussed the extent Hanson, 2003, 2004; Burton and Mitchell GP surgery, Post Office, places of wor- to which the historical significance of cer- 2006). Together we identified our priorities ship, parks, visiting friends and family, tain buildings and places had been over- for improving older people’s experience or just to get out and about. This points looked in the planning/ and development of the city. This can be summarised in the to the importance of high quality in the process (see also Meeting the Planners phrase ‘Inclusion through good design’. design of the external built environment from the London Borough of Lewisham Clearly good design of external space is if planners and developers are to con- on page 46). Through the reminiscence important to a sustainable and inclusive tribute to the development of sustainable workshops it became apparent that older society. Recent research (Age Concern communities. Research (e.g. Burton and people had a historical and longitudinal 2007) shows that poorly designed streets Mitchell 2006) has identified many unob- perspective about changes to the borough. and roads have severe consequences trusive, easy to incorporate and low cost They had lots of knowledge about the for older people. Nearly half of all pedes- design improvements to the public realm borough’s past and changes to the urban trians killed on the roads are over 60, that can offer many advantages to older fabric over time. This perspective was con- furthermore, when injury is sustained, it is people. trasted to the knowledge of local borough six times as likely to be fatal to someone employees who, they felt, tend to o ‘come over 80 years than for someone who is 40 Furthermore, through the project we and go’, as they changed jobs and moved years. Other factors as safety, affordabil- found that older people have an active on. We also found that Older people ity, lack of information, unhelpful drivers or interest in planning and design decisions. were concerned about the increase of the unreliability of service are also important Some participants had been involved borough’s and more generally, London’s to encourage older people to get out and in park user groups, opposing planning population and the impact of this increase about in towns and cities. It is clear that applications and developments or be- on services, schools, hospitals and GPs. designing only for the young, fit and able ing part of neighbourhood watch. Par- discriminates against many people while ticipants had been involved in getting One of the themes that emerged early on designing with older people in mind un- preservation orders on building and trees in the summer school was the importance locks access for all!!!
52 Findings In the Lewisham Futures Workshop bourhood should look like and which participants made suggestions of what features it should contain. We had the op- needs to be changed and who can make portunity to look at future plans for housing the changes. The following four themes development in Lewisham. The participants emerged: identified the following characteristics of a liveable neighbourhood. The following - Liveable town centres – how town facilities should be within walking distance centres can be amenable for older or a short, well-served bus ride away: people and every other citizen. - Heritage and planning – how to pro- - Newsagent, tect the heritage of Lewisham. - Post office, - Housing – how housing should be pri- - Medical facilities, oritised, the numbers and availability - Pubs, of affordable and sheltered housing. - Churches, - Mobility – how streets should be - Schools, designed (paving, bus stops) and how - A nursery for young mums, to improve older peoples movement - Adequate public toilets and through the city. - Enclosed rubbish storage.
Liveable Town Centres More general considerations included clean public toilets, well-maintained street lighting, During the Lewisham Futures Workshop fire and flood facilities and more litter bins. and also during an earlier session with planners and designers from Lewisham The group also emphasised the impor- Inclusive cities should have the following facilities: Doctor’s Surgery, Post Office, Theatre (Participant’s images) Council, we discussed what a good neigh- tance of community and educational
Findings 53 facilities which should be used by both features, a quiet place to feel relaxed, - Traffic calming and clearly lit cross- younger people and older people. It was with suitable routes for buses and con- ings, and felt that this could promote cross-genera- venient bus stops or bus station, - Imaginative provision and shared tional understanding and conversations - Providing adequate schools, which use of local facilities such as chem- between young and old generations who needs to take account of fluctuations ists, post offices, GP surgeries, local may have several similar issues regard- in pupil numbers over time and look schools. ing living in and, moving through the city. into future provision, - Providing stable and secure street When discussing how to take things Other issues identified included: bins which don’t get knocked over, and forward, it was of interest to everyone to - Improving of seating in the streets, - Improve the look of public space, identify the people in the borough that esp. seating on hills, modern public art should have local are responsible for improving conditions - Removing overhanging shrubs, to re- significance and not be tokenistic. or who are in charge of changes. One pair uneven and dangerous pavement. of the themes that emerged out of this - Installing public toilets( at present Older people also identified the following discussion was the way in which older there are not enough public toilets in design features which could improve their people found it very difficult and frustrat- Lewisham Town centre) experience of the urban environment: ing when trying to identify the person in - Secure litterbins, the local authority who is responsible for - Creating more green spaces, - Level access, automatic doors, and particular issues. The follwing depart- - Having a convenient range of shops handrails, gentle slopes and steps, ments and agencies were identified in a and a cinema, - Well maintained, wide, smooth, level, discussion of how to take things forward - Having a pedestrian areas and park- non-slip pavement, dropped kerbs, (see the following page). and-ride as a possible approach to good road maintenance, traffic calm- reduce cars in the centre, ing, safe crossing points, - Providing a pedestrian centre with - Good street lighting and clear signage, trees and landscaping, seating, water - Well-lit and located bus stops,
54 Findings What How Who they were detrimental to accessing pub- Pedestrian areas in Town Centres Take advantage of redevelopment Residents, planning officers, council- lic space and the day–to–day quality of opportunities lors, businesses life of both older people and others with Suitable locations for buses Take advantage of redevelopment op- Consult local residents, work with GLA/ reduced mobility such as parents with portunities to route buses and provide TFL and routing and locating shelters bus stops, shelters and seating and seating small children and disabled people. This is Keep cars out of central areas Redevelopment opportunities to keep Council parking services especially the case when lifts break down. car parking on the edge of centre: park However, participants were also critical of and ride ‘small flat’ type housing. The preference Parking for cars ‘park and ride’ May need new car park locations or to Council parking services be underground /basement level was for street housing with a garden. Courtesy bus services Development in new areas needs Transport for London, council planning While high density housing is likely as infrastructure. Regular bus services new developments, sponsorship from part of Lewisham’s regeneration within and good bus drivers private companies Adequate school provision for the long School\places across the borough Councils education department, under- the Thames Gateway, the quality of these term standing long term trends, partnership high density areas and their compatibility with academy etc for different age groups can be improved Liveable Town Centres -The What, How and Who via good design. However, participants felt that housing in new developments should accommodate all aspects of the Housing ‘mix’. It was felt that inclusive design was local population. Participants discussed one way in which these areas could be the potential consequences of design- Participants discussed the importance of open to different age groups and there ing and marketing new housing towards suitable and affordable home for every- various housing needs, thereby promoting younger individuals and couples. Par- one, regardless of age and income. It was harmony. Many of the participants were ticipants pointed out that young peoples agreed that housing areas should en- critical of plans to build tall ‘tower block’ lives change, as they have families. This deavour to accommodate all age groups type accommodation in the borough, as consequently leads to a need for school promoting an intergenerational social part of new developments. It was felt that places and local services such as GPs.
Findings 55 It was felt that in order for developments Mobility to be sustainable these considerations - Having street seating so that older should be incorporated into regenera- It is worth noting that most participants people can sit down for a short rest, tion and development. Participants also used buses as their most frequent mode particularly on hills, and a desire for voiced concerns about the extent to of transport. Although it was generally more seats in parks. which ‘dormitory developments’ could felt that services and connections are - Well designed buses and bus shel- mean that segregation of the younger good, the presence of lots of younger ters. and more affluent members of the local people during the pre school day and - Improved seats at bus stops – cur- community become segregated from the end of school day ‘rush’ can sometimes rently poorly designed. local community and do not contribute intimidate the elderl. Older people would - Bus services may not always be reli- to the local economy. It was agreed that, like comfortable seats at bus stops. It able, can use courtesy busses run by bungalow type developments for the was felt that the style of seat that flips up, food stores coupled with home deliv- elderly with no stairs and easy access although not very comfortable, would be ery services. should be included in new developments. better than none at all which is often the - Suitable bus routes. case now. It was pointed out that the ex- - Longer crossing times at traffic lights Other suggestions included: providing tent to which shops outside of the imme- better and more efficient support networks diate neighbourhood are accessible de- Participants identified the following prob- to assist those elderly residents who can- pends on transport availability, availability lems in Lewisham: not cope with general housing upkeep of toilets and places to sit down once you but who wish to remain in their homes. It have arrived. Lots of older people are - Young people often do not give up was also felt that a more ‘green’ outlook active and walk considerable distances their seats to the elderly on the bus. should be promoted – more solar panels but, some simple measures could make - People are not queuing. and energy saving systems and devices walking a more viable option. - There are not enough public toilets. should be installed and made common- Richmond with its community toilet place across the borough. Participants suggestions included: scheme was mentioned where local
56 Findings traders provide facilities to the public What Who How and were offered tax rebate in return. A Museum of Lewisham Could Lewisham Council work with Lewisham local history society and - Not enough seats in public at regular charities and private enterprises to local studies centre could join together (this could be a way of passing assets develop a scheme to provide a building to promote a heritage centre in such a intervals, especially on hills. on to the community) under central government scheme? scheme. - The Pavements are often dangerous, Could they subsidise community use of e.g. broken paving slabs, tree routes vacant buildings? Principle of Preservation shouldn’t be Local authority and Local history soci- Conduct a landmark audit. or narrow pavements. authenticity but LOCAL landmarks that ety with developers Make a register of local landmarks and have meaning and memory locally. heritage sights (Don’t wait until plan- Heritage and Planning (Things to protect in Lewisham: Broadway ning applications) . Theatre Developers to fund preparation of Hither Green Hospital, Beckenham Place. a design brief for heritage sensitive The group that discussed heritage and AND Protect Views of these places. sights. This should be an automatic (Examples of sensitive new build: Former component of developments on or near planning issues in Lewisham indentified Odeon on Deptford Broadway) heritage sites. the following points (see table): Older people not segregated – mixed Local authority with developers Include housing for older people in new communities/ include Cottage style developments. sheltered housing Prefabs are part of our heritage: make Local history group work with local Work together to preserve some Prefab people’s homes and a reminder to future authority housing. generations of the spirit of British people not to let bigger powers overcome them. The natural living heritage: examples: local history society , developers, Conduct living heritage audit. Hither Green Hospital, Ladywell Fields, English Nature the rivers, Southend Pond. Preserve non–native trees as well as native ones. Condition to planning approval that Local Authority with various partners: Include this in planning agreements. developments alongside the river ( e.g. private developers, English Nature Ravensbourne) include opening up; river as a public amenity (e.g. section 106) The clock tower in Lewisham
Findings 57 Conclusion
The 22 older people who participated Older People in Cities to escape to a better life in later life, but were from an age range of 62 to 88, 12 a positive choice, so that older people of them were females and 10 males, To some extent the summer school raises can continue to reap the benefits of city from a diverse ethnic background from the question of the validity of the category living” (Hanson 2007). It became clear at the London Borough of Lewisham. They ‘Older People’ as a demographic group. It the summer school that in order to make often varied in their view points, so for is important not to stereotype older peo- cities liveable for older people and to example some participants felt that older ple. The older people we worked with were attract more older people, cities/councils people should be entitled to their own a very heterogeneous group, made up of need to provide: housing developments, community build- what we might call older older people, in ings and means of transport; while others their late 70s and over, and younger older - Affordable housing for all members of felt that this was a form of segregation people, aged 60 to early 70s) As we have society. that could lead to the isolation of differ- discussed, ageing is often associated with - Integrated and affordable transport. ent age groups. We have tried our best physiological and physical changes which - Reduce people’s car use and encourage to capture all of these perspectives and affect older peoples experience of the city. people to walk to make the external envi- voices within this report and provide a However, quite a few of the workshop par- ronment safer and less polluted for all. balanced account of the summer school ticipants were limited in their use of space - Accessible, high quality services. in its process and findings. Moreover, we by factors other than age such as having - Accessible, high quality health care. did find that all of the participants shared limited financial resources (for transport or - An attractive, well designed, safe and a commitment to active involvement in leisure). However, as this report argues accessible urban environment. their communities and demonstrated a it remains the case that there are struc- - A holistic consideration and integrated significant degree of awareness around tural and situational circumstances which funding of housing, social care, transport matters of planning and the built environ- demand that we consider older people’s and health. ment. experience of the city. Clearly cities should - Sustainable lifetime neighbourhoods be designed in a way that they do not (sustainable communities are those that become a trap for those ”who are unable provide a good quality of life for all).
58 Findings By implementing these changes now, about oneself and reaping physical Finally, we would like to emphasise that there will be a lot of beneficiaries, and health benefits. all of these measures suggested here Lewisham will be equipped for the fu- - Psychological well-being. Enjoyment, contribute to strengthening the benefits ture. By working to incorporate older feeling happy, appreciating landscape that older people as active citizens bring peoples experiences and perspectives and townscapes. to society as a whole. Living longer is ‘a into the design of the built environment - Social interaction. This affords op- triumph of modern medicine that de- now, older people may benefit from live portunities for informal contact with serves to be celebrated’ (Hanson 2007). independently in their homes and com- others. It is worth considering that older people munities. This has the potential to bring represent a significant economic and so- older people and society in general many cial resource, and will continue to do so, benefits, when we consider that so many especially as younger cohorts shrink and older people live alone. It is important for the proportion of older people grows over older people to be able to enjoy the city coming decades. As the population ages, with the opportunities to meet other peo- older people going on to work later in ple that urban life brings. Key benefits life is likely to become more widespread according to Burton and Mitchell (2006) (Reday-Mulvey, 2007). Older people are include: a significant proportion of the many vol- unteers is the Uk today. Approximately 3 - Freedom and autonomy, feeling in million people over 50 take part in unpaid control of life. voluntary work (Age Concern England - Dignity and sense of self-worth. Doing 2005). In this sense older people are the something useful like posting a letter, glue that binds society together” (ibid). purchasing everyday necessities. Furthermore those aged 50+ are thought
- Fresh air and exercise. Walking out- The walk throuh Deptford gave lots of opportunities for to provide over half of all informal care, doors is important to feeling good social interactions as did the summer school worth about £57 billion in the UK (Carers
Findings 59 UK, 2005, 2007), while older people also Dissemination provide support to young working parents (Wheelock and Jones 2002, Dench and Ogg The different levels of dissemination are 2002) and support young families through viable in order to involve different stake- grand-parenting. Clearly considerate and holders through different media/events: informed urban design and planning, should exhibition, urban intervention, event with takes into account the experiences and presentation of guidelines and film. The needs of older people, thereby enabling summer school can be considered as the them to continue to be fully active citizens. starting point of a long-term debate about We all need to see that the ageing society demographic change and its impact on is not a problem, but that we can deal with urban developments within the Thames it. And we all hope to grow old and live in an Gateway, the whole of London and other attractive environment. cities in the UK. We hope that many boroughs will follow our example and try to incorporate our findings on how to include older people in the planning proc- ess and make urban developments more inclusive of their needs.
Active citizens
60 Findings Bibliography
Association. Nicosia. growth potential of the Thames Gate- - Hanson, J. (2004) ‘The Inclusive City: way’, In: Invest in Success (2006): - Age Concern (2007) Older People in delivering a more accessible urban Thames Gateway 2007-2008. Lon- the United Kingdom. Key facts and environment through inclusive design’. don: EMP Media. statistics. London. RICS Cobra 2004 International Con- - Office of the Deputy Prime Minister - Burton, E. and Mitchell, L. (2006) In- struction Conference: responding to on behalf of East of England Regional clusive Urban Design. Streets for Life. change. York. Assembly, Mayor of London and South Oxford: Architectural Press. - Hanson, J. (2007) ‘Neighbourhoods East England Regional Assembly - Cullingworth, B. and Nadain, V. for life’. Presentation at the Mobilising (2004) Growth and Regeneration in (2002) Town & Country Planning in Knowledge Summer School. London the Gateway. Interregional Planning the UK. Thirteenth Edition. London: - Hillier, B. and Hanson, J. (1984) The Statement by the Thames Gateway Routledge. Social Logic of Space. Cambridge: Regional Planning Bodies. - Dench, G. and Ogg, J. (2002) Grand- Cambridge University Press. - Planning Aid (2006) ‘Introduction. parenting in Britain: a baseline study. - London Borough of Lewisham (2005) Spatial Planning in England’. London: London: Institute of Community Studies. A Guide to the new Planning System. Royal Town Planning Institute (RTPI) - Department for Transport and the Introducing Lewisham’s Local Devel- - Reday-Mulvey, G. (2007) ‘Working Regions (2001) Quality and Choice for opment Framework. beyond 60: key policies and practices Older Peoples Housing. London. - London Borough of Lewisham (2006) in Europe’, Industrial and Labor Rela- - Hanson, J. (2003) ‘The Inclusive City: Lewisham Borough Profile. London tions Review’ Vol. 60, Issue 3, Arti- sustainability, urban design and the - Lynch, K. (1969) The Image of the cle 85. Cornell University, School of cultures of ageing’. Society and the City. Cambridge, Massachusetts, and Industrial & Labor Relations. City: accommodating diversity, 1st In- London: The M.I.T. Press. - Rodwin, V. G. and Gusmano, M. K. ternational Conference of the Profes- - McGlynn, R. (2006) ‘Infrastructure (2006) Growing Older in World Cities: sional Branch of Town Planning and opened the Gateway. Reliable Trans- New York, London, Paris, and Tokyo. Housing and the Cyprus Sociological port links are the key to unlocking the Nashville: Vanderbilt University Press.
Bibliography 61 - Sheffield Hallam University (2005) Websites asp?id=1170136 (27.08.2007) Caring and Older People, Carers UK, - Age Concern England Media Team - Communities and Local Government November 2005, Real Change not (2005) ‘Poverty in old age awaits the (2007d) „Thames Gateway: area and Short Change; time to deliver for car- carers who save the UK £15 billion’. development overview’ http://commu- ers, Carers UK, May 2007. http://www.silver-surfers.org/AgeCon- nities.gov.uk/index.asp?id=1170080 - Strauss, A. L. and Corbin, J. (1998) cern/ 8C84DC864CE847EFA879FD43 (published 5 April 2007) (27.08.2007) Basics of qualitative research: tech- 711C27A1.asp (16.06.05) - London Brorough of Lewisham (2007) niques and procedures for developing - 8C84DC864CE847EFA879FD43711C2 ‘A Guide to the New Planning System. grounded theory. Thousand Oaks: 7A1.asp (16.06.05) Introducing Lewisham’s Local Develop- Sage Publications. - BBC London (2007) ‘Thames Gate- ment Framework’ http://www.lewisham. - Wheelock, J. and Jones, K. (2002) way. Lewisham’: http://www.bbc.co.uk/ gov.uk/NR/rdonlyres/8F9797A4-DC37- ‘Grandparents Are The Next Best london/content/articles/2007/02/09/ 49FD-B30D-1BA5BD5D0A6D/0/AGui- Thing’: Informal Childcare For Work- thames_gateway_lewisham_feature. deToTheNewPlanningSystem.pdf ing Parents In Urban Britain’, Journal shtml (12.09.2007) - National Statistics (2007a) http://www. Of Social Policy, Volume1, Issue 03 - Communities and Local Government statistics.gov.uk/CCI/nugget.asp?ID=6 - Jul 2002. Cambridge: Cambridge (2007a) ‘Thames Gateway Review’ (16.08.2007) (Published on 24 August University Press, pp. 441-463. http://communities.gov.uk/index. 2006 at 9:30 am) - World Health Organisation (WHO) asp?id=1144749 (27.08.2007) - National Statistics (2007b): http:// (2002) ‘Active Ageing. A Policy Frame- - Communities and Local Government www.statistics.gov.uk/cci/nugget. work’. A contribution of the World (2007b) ‘London Borough of Lewi- asp?ID=949 (16.08.2007) Published on Health Organization to the Second sham’ http://communities.gov.uk/index. 24 August 2006 at 9:30 am United Nations World Assembly on asp?id=1170120 (27.08.2007) - The London Plan. ‘Spatial Develop- Ageing, Madrid, Spain, April 2002 (to - Communities and local Government ment Strategy’. http://www.london. download on http://whqlibdoc.who.int/ (2007c)’ Thames Gateway: London’ gov.uk/mayor/strategies/sds/index.jsp hq/2002/WHO_NMH_NPH_02.8.pdf) http://communities.gov.uk/index. (27.08.2007)
62 Bibliography Thanks to Everyone Involved!
The participants: The Policy and Planning Professionals: The Mobilising Knowledge Team:
- Albert W. Blackmore - Deputy Mayor and Councillor Heidi - Dr. Alison Rooke - Barbara Raymond Alexander (LBL) - Gesche Wuerfel - Beryl Gibbs - Cllr Robin Cross (LBL) - Dr. Ben Gidley - Bridgit A. Sam-Bailey - John Miller (Head of Planning, LBL) - Simon Rowe - Doreen Cooper - Chris Brodie (Planning, LBL) - Doug Oldfield (UCL) - Douglas Earle - Lovelace Poku (Planning Policy, LBL) - Gilbert Oshevire - Barbara Gray (Economic Develop- Filmmaker Amanda Egbe - Grace Lee ment, LBL) - Prof. Harbhajan Singh - Sara Feys (Planning, LBL) - Jean Cawthorn - Emma Talbot (Planning, LBL) - Kanwar W. S. Sattee - Chris Bain (Age Concern England) Design: Gesche Wuerfel, CUCR, - Kate Fearnley - Prof. Harbhajan Singh (London Older Goldsmiths, University of London - Lucy Sylvester People’s Strategies Group) (LOPSG) - Mick Kavanagh - Jim Segers of City Mine(d) - Norah Carroll - Prof. Julienne Hanson (UCL) - Patricia Bray - Prof. Michael Keith (Goldsmiths, - Peter Hunter former chair of the Thames Gateway) - Ron Savill - David Savill, Malcolm Jones, Bernie
- Ronald Cooper Arigho and Tony McTurk (Age Ex- This project is supported - Rosalind Bernard change) by the UCL-led UrbanBuzz - Santi Rakhit Programme, within which UEL is a prime partner - Yvonne Williams
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