NACKA CITY (VA¨STRA SICKLAO¨N) showcasing studio teaching and student work Author: Catalina Turcu With contributions from: Alizara Juangbhanich and Elisabeta Ilie Graphic design Dimitris Panayotopoulos December 2019 Published by Univesity College London Printed in England by printed.com ISBN: 978-1-5272-5410-7 DOI: 10.14324/000.bk.10086655 Copyright © UCL Bartlett School of the Built Environment 2019 2 EXECUTIVE SUMMARY This book is inspired by teaching on a postgraduate module, the Sustainable Urban Development Project (BPLN0059), within the MSc Sustainable Urbanism programme at the Bartlett School of Planning, University College London. Teaching is delivered by six academic tutors led by Dr Catalina Turcu across two master programmes, MSc Sustainable Urbanism and MSc Transport and City Planning, and runs over eleven weeks during the winter term (January to March). Half-way through the project work, the students undertake one-week fieldtrip to the country and location of the project site. The module’s teaching philosophy rests on the Capstone teaching and learning approach. That means that students work or ‘collaborate’ directly with a ‘client’ (i.e. a municipality or city in this case) while on an academic assignment. Students have to deal with complex urban challenges in the development of a large-scale site and propose 15-20 year long Strategic Sustainable Urban Plans (SSUPs) for the site. This book draws on a selection of student work from the 2016-17 and 2017-18 cohorts and looks at a site in the municipality of Nacka in the Stockholm Region, Nacka City (or Västra Sicklaön in Swedish). The book is developed over four parts: introduction, site analysis, theoretical underpinnings of student work and, finally, an overview of four student projects. 3 ACKNOWLEDGEMENTS We would like to thank and acknowledge here the work of six tutors and two cohorts of students (2016-17 and 2017-18) reading MSc in Sustainable Urbanism and MSc in Transport and City Planning at the Bartlett School of Planning, University College London in the UK. Without their dedication, hard work and excellent project outputs this book would have not been possible. Special thanks are due to Peter Brokking, Tigran Haas and Mats Lundström of Stockholm’s Royal Institute of Technology (KTH) and their students for organising KTH-UCL student workshops during fieldtrips to Sweden. Many thanks are also owed to Sabina Nilsson who has kindly supported and organised documentation gathering and students’ meetings and visits in Nacka, as well as to staff from the Nacka Kommun including Erik Wilberg, Marianne Areskog, Anna Green, Ewa Bohm and Andreas Totschnig, for their valuable contributions and time put towards the work showcased in this book. Finally, many thanks to Camilla Edvinsson who has inspired Bartlett students by taking them on tours to the latest sustainable urban development projects in Stockholm: the Royal Seaport (Norra Djurgårdsstaden) and Sustainable Jarva. ConTENTS 1 INTRO 7 1.1 Capstone learning 8 1.2 Our teaching approach 11 1.3 The final ‘product’ 12 1.4 Book outline 12 2 SITE 14 2.1 Nacka context 16 2.2 Current municipal plans 20 2.3 Site analysis 26 2.4 Main challenges 36 3 THEORY 48 3.1 Defining sustainability 51 3.2 Compact cities 52 3.3 Sustainable cities 62 3.4 Cities for people 76 3.5 Just cities 83 3.6 Power in the city 92 3.7 From theory to application 97 4 PROJECTS 98 4.1 RIGHT TO Nacka City 99 4.2 WE Nacka City 120 4.3 COMPACT Nacka City 136 4.4 ACCESS Nacka City 158 5 REFERENCES 178 1 6 IN TR O INTRO 7 1.1TEACHING AND LEARNING PHILOSOPHY CAPSTONE LEARNING The module’s teaching philosophy rests and developing solution options to on a Capstone approach to teaching sustainability problems’ (Wiek et al., and learning. This is an integrative 2013, p. 433). experience that enables and empowers students to engage with real-life In order to deliver creative solutions clients through real-life projects. It to the urban challenges arising aims to encourage students to think in society, one needs to first be critically, develop communication and exposed to those problems (Fadeeva research skills, teamwork and project et al., 2010). The pedagogical management, while ‘designing’ an underpinnings of Capstone education urban solution. Capstone projects fit the foundations of education for also encourage students to connect sustainable development which calls their projects to local challenges and for innovative models of teaching integrate outside-of-academia learning that offer ‘interactive, experiential, experiences such as interviews with transformative, and real-world learning’ users and other scientific observations. (p. 309; see also Rowe, 2007). Capstone models of teaching and Hence, throughout the project students learning have been increasingly are first ‘exposed’ to urban challenges incorporated into higher education and then ‘work’ alongside those/city/ over the past years. Since its municipality dealing directly with such conception in the United States in the challenges. The Capstone learning and mid 1990s, Capstone education has experience ultimately aim to simulate been especially adopted by business a real life urban development situation. schools throughout North America, while, more recently, it has been rolled out within engineering design and sustainability programmes. Capstone education provides ‘unique settings for students to build their professional capacity in collaboratively [with a ‘client’] identifying, analyzing 8 Photograph by C. Turcu (2018) Photograph by L. Hagermann (2018) Photograph by C. Turcu (2018) Photograph by R. Mayers (2018) Photograph by anonymous (2018) 9 TEACHING AND LEARNING PHILOSOPHY 10 1.2INTRO OUR TEACHING APPROACH Inspired by Capstone education, our of teaching as follows: teaching approach is student-centered 1. Scene setting and site analysis and delivered via a mixture of weekly 2. Vision, branding and urban lectures which are tutor-led and, weekly strategies studios which are student-led. 3. One-week fieldtrip to project location/country In addition, students are required to 4. Implementation, finance and deliver two oral group presentations. governance The municipality/city (i.e. the ‘client’) 5. The Strategic Sustainable Urban we work with is involved in teaching Plan (SSUP) early on through presentations, site visits and workshops. A wide range The municipality/city gives introductory of in-house municipal material, lectures to the project i.e. wider otherwise not available publicly, is also scene setting and policy context; site made available to students. In return, challenges and proposals etc., and students give oral presentations and halfway through the project, students make available their final project work attend one week fieldtrip to the country to the municipality/city. of site location. Students work in small groups of 5-6 During this time they meet a range and there is a mix of backgrounds and of municipal/city stakeholders, skills within each group. Group working attend workshops, meetings and enables students to conduct a wide presentations; ask questions; visit the review of literature and data; teaches site and other relevant sustainable students to work in teams and ‘project urban developments; and collect manage’ their tasks, drawing on primary ‘data’ including photographs, individual strengths; and encourages urban analysis inventories, videos, students to ‘negotiate’ solutions both interviews with locals etc. The data and within the group but also with the information gathered during the fieldtrip municipality/city. is then used in project work. Each group has to deliver the project in four steps over the eleven week period 11 1.3TEACHING AND LEARNING PHILOSOPHY THE FINal ‘PRODUCT’ Teaching concludes with student presentations (or final ‘crits’) in front of the whole class, tutors and municipal/city representatives, where substantial feedback is given on their work. Following this, student groups have approximatively one month to re-work the feedback received into their proposals and produce a 7500-word group report as their very final assignment. The final reports are made available to the municipality/city and, on occasions, selected projects are invited back to present their ideas in front of the city/municipality. Site visit to Kvarnholmen in Nacka City, Stockholm fieldtrip 2018. Source: Photograph by C. Turcu BOOK OUTLINE Following this introduction, the book develops over three main parts.1.4 The next section introduces the site, Nacka City, located in the municipality of Nacka in the southeast of Stockholm City; it outlines current municipal plans for development and urban challenges as identified by students.That is followed by a discussion of main theoretical concepts and debates that underpin student work. Finally, four student projects are presented. 12 INTRO Student workshop with KTH University, Stockholm fieldtrip 2018. Student fieldtrip to the municipality and model Source: Photograph by C. Turcu of Nacka City region. Source: Photograph by A. Juangbhanich, 2018 Student fieldtrip and site visit in Kvarnholmen, Nacka City. Source: Photograph by A. Juangbhanich, 2018 Student cohort, Stockholm fieldtrip 2018. Source: Photograph by C. Turcu 13 Nacka City (or Västra Sicklaön) is a mixed- use and industrial urban area earmarked for re-development and located in the municipality2 of Nacka or Nacka Kommun (‘the municipality’ thereafter), in the southeast of Stockholm City. 14 S IT E SITE 15 2.1NACKA ConTEXT NACKA ConTEXT The municipality of Nacka is the third largest municipality in the Stockholm Region (Nacka Municipality, 2016). It consists of four districts: Boo, Fisksätra & Saltsjöbaden, Sicklaön and Älta (Nacka Municipality, 2016). Nacka City is situated in the western part of the Sicklaön district hence, also known as Västra Sicklaön, approximately 2.5km from Stockholm city centre. Nacka City has been identified as a strategic area for further growth within the Stockholm Region (RUFS, 2010). Hammarby Sjöstad is located on the eastern side of Nacka City, . This is Sweden’s first internationally renowned urban eco district, developed in the 2000s.