Urban Dynamics (2015-2017) Inhalt / Contents

Good Practice Report

Erasmus+ Strategic Partnership Urban Dynamics (2015-2017) Inhalt / Contents

I. Grußwort / Greeting 3 II. Über das Projekt / About the Project 5 III. Good Practice-Beispiele / Examples of Good Practice 9 Kiel, Deutschland / Germany (CAU) 10 Santiago de Compostela, Spanien / Spain (USC) 14 Paris, Frankreich / France (UP8) 16 Buenos Aires, Argentinien / Argentina (USAL) 18 Recife, Brasilien / Brazil (UFPE) 19 IV. Über die UD-Fallstudien / About UD Case Studies 21 V. Zusammenfassung & Ausblick / Résumé & Future Prospects 23 Team 25 Imprint & Contact 26

I. Grußwort I. Greeting

Seit Oktober 2015 koordiniert die Since October 2015 the Institute of Kieler Romanistik in Zusammen- Romance Studies of Kiel University arbeit mit der Humangeographie (CAU) is coordinating together with der CAU das forschungsbasierte the Department of Geography the Lehr-Lernprojekt „Urban Dynamics“ Erasmus+ funded teaching-learning im Rahmen einer Erasmus+ Strate- project “Urban Dynamics” in the gischen Partnerschaft mit den Uni- context of a Strategic Partnership versitäten Paris 8, Santiago de Com- with the Universities of Paris 8, San- postela, Del Salvador (Buenos Aires) tiago de Compostela, Del Salvador und Pernambuco (Recife). (Buenos Aires) and Pernambuco (Re- In den vergangenen zwei Projekt- cife). jahren wurden verschiedene Maß- Several action items have been nahmen in den Bereichen Blended implemented in the course of the Learning (Online Ringvorlesung), past two project years in the areas of Service Learning (Fallstudien), aber blended learning (online lectures), auch des interdisziplinären Wis- service learning (case studies) and sensaustauschs und Transfers (u. of interdisciplinary knowledge ex- 3 a. Symposion in Paris 2016, Work- change and transfer as well as fos- shops in Kiel 2016 und Santiago de tering internationalisation (among Compostela 2017) umgesetzt, die others a symposium in Paris 2016, die Internationalisierung wie Digi- workshops in Kiel 2016 and Santiago talisierung an allen Partneruniversi- de Compostela 2017) and digitalisa- täten strukturell bereichert bzw. be- tion in all participating universities. fördert haben. I am delighted that Kiel Uni- Es freut mich sehr, dass die Uni- versity will host the official clos- versität zu Kiel im Oktober 2017 Gast- ing event of this project in October geberin der offiziellen Abschlussver- 2017. All international partners and anstaltung ist. Dort kommen noch their students will meet once again einmal alle internationalen Partne- to draw conclusions and to reflect rInnen mit ihren Studierenden zu- together on how the cooperation sammen, um ein Fazit zu ziehen und can be continued. gemeinsam Überlegungen anzustel- I would like to thank the coordi- len, wie es mit der Zusammenarbeit nators Prof. Dr. Javier Gómez-Mon- weitergehen soll. tero and Prof. Dr. Rainer Wehrhahn Ich danke den Koordinatoren and their staff for their engagement Prof. Dr. Javier Gómez-Montero und in the internationalisation of our Grußwort // Greeting Prof. Dr. Rainer Wehrhahn sowie University and wish them all the ihren Mitarbeiterinnen und Mitarbei- best for their ongoing implemen- tern für ihr bisher gezeigtes Engage- tation of sustainable diversity-ori- ment im Rahmen der Internatio- ented structures in research and nalisierung unserer Universität und teaching. wünsche ihnen weiterhin alles Gute bei der Implementierung nachhalti- Prof. Dr. Anja Pistor-Hatam ger diversitätsorientierter Struktu- Vice President for Academic and Interna- ren in Forschung und Lehre. tional Affairs, and Diversity of Kiel University

Prof. Dr. Anja Pistor-Hatam Vizepräsidentin für Studienangelegenhei- ten, Internationales und Diversität der Chris- tian-Albrechts-Universität zu Kiel II. Über das Projekt II. About the Project

Das forschungsbasierte Lehr-Lern- The research-based teaching-learn- projekt „Urban Dynamics“ (UD) ing project “Urban Dynamics” (UD) gründet auf einer strategischen Part- is founded on a Strategic Partner- nerschaft (SP) von fünf Universitä- ship (SP) between five universities in ten aus Europa und Lateinamerika Europe and Latin America aiming to mit der Absicht, in den zwei Projekt- establish and implement MA struc- jahren MA-Strukturen für eine zeit- tures for a contemporary and com- gemäße komplexitätsaffine (Aus-) plexity-related education for future Bildung von zukünftigen ‚Urban Ma- ‘urban managers’ during the two- nagers‘ praxisnah zu erarbeiten und year project in a practically oriented zu implementieren. manner. Basierend auf über 10 Jahre ge- Based on more than 10 years of meinsamer interdisziplinärer For- joint interdisciplinary research and schung und Lehre im Bereich der teaching in the area of urban stud- Urban Studies haben es sich Geogra- ies, geographers, sociologists and phInnen, SoziologInnen und Litera- literary/cultural scholars of the Uni- tur/KulturwissenschaftlerInnen der versities of Kiel, Paris 8 and Santi- 5 Universitäten Kiel, Paris 8 und San- ago de Compostela, together with tiago de Compostela zusammen mit partners from Argentina and Brazil Partnern aus Argentinien und Bra- and in cooperation with more than silien und in Kooperation mit über 15 non-university institutions have 15 außeruniversitären Institutionen made it their international goal to zum internationalen Ziel gemacht, develop a cross-disciplinary course ein Disziplinen übergreifendes Stu- curriculum that reacts to contempo- diencurriculum zu entwickeln, das rary challenges within the context of auf gegenwärtige Herausforderun- urban dynamics in a competent as gen im Kontext urbaner Dynamiken well as innovative way. so kompetent wie innovativ reagiert. To this end, over the past two Hierfür wurden in den vergange- years, a variety of modular units nen zwei Jahren verschiedene Mo- with intercultural and interdisci- duleinheiten konzipiert und umge- plinary teaching and learning were setzt, bei denen interkulturelles und conceptualised and carried out fachübergreifendes Lehren und Ler- in the forefront of the curriculum. nen im curricularen Vordergrund Thus, the transdisciplinary UD Study standen: So gehörten (1) neben and Training Programme included: einem wissenschaftlichen Sympo- (1) a scientific Symposium in Paris Über das Projekt // About the Project sion in Paris (03/2016), (2) zwei pra- (03/2016), (2) two practice-oriented xisorientierten Workshops in Kiel Workshops in Kiel (06/2016) and (06/2016) und Santiago de Compos- Santiago de Compostela (03/2017), tela (03/2017), (3) einer transferför- (3) a transfer-promoting Autumn dernden Autumn School (Herbst- School in Kiel (10/2017) — com- schule) in Kiel (10/2017) – an denen prising scholars and students but neben WissenschaftlerInnen und also representatives of urban prac- Studierenden stets auch Vertrete- tice (such as from the cultural, ad- rInnen urbaner Praxis (u. a. Kultur- ministrative, political, urban plan- bereich, Verwaltung, Politik, Stadt- ning and architecture sectors) — but planung/Architektur) teilnahmen also more individual and small- – auch mehr individuelle bzw. klein- group formats such as (4) specially gruppenförmige Formate wie (4) planned Case Studies in which stu- eigens projektierte Case Studies dents elaborated specific sugges- (Fallstudien), wo die Studierenden tions or solutions for urban chal- konkrete Vorschläge bzw. Lösungen lenges, and (5) fitting international für urbane Herausforderungen erar- Internships. beiteten, sowie (5) passgenaue in- Providing a media platform for ternationale Internships (Praktika) virtual project meetings, etc., the zum transdisziplinären UD Studien- UD Blended Learning Platform (BLP) und Ausbildungsprogramm. was created in cooperation with the Als Medienplattform für virtu- Intercultural (now Glocal) Campus elle Projekttreffen usf. diente die UD (glocal-campus.org) of the Univer- Blended Learning Platform (BLP), sity of Jena. Moreover (6), a UD On- die in Zusammenarbeit mit dem In- line Lecture Series was established tercultural (nunmehr Glocal) Cam- on this platform assembling inter- pus (glocal-campus.org) der Uni- disciplinary perspectives on urban versität Jena realisiert wurde. Auf dynamics of all participant project dieser Plattform wurde überdies (6) partners and invited experts (Hori- eine UD Online Lecture Series (On- zon Lectures). As a final project ac- line-Ringvorlesung) umgesetzt, die tivity, (7) a StartUp Academy in Kiel interdisziplinäre Perspektiven auf will take place (10/2017) subse- urbane Dynamiken von allen betei- quent to the Autumn School. Here ligten Projektpartnern sowie einge- students of all partner universities ladenen ExpertInnen (Horizon Lec- obtain the possibility to develop tures) versammelt. Als letzte (7) their own start-up ideas in the con- curriculare Projektmaßnahme fin- text of urban dynamics together det im Anschluss an die Herbst- with experts from economy, culture schule eine StartUp Academy in Kiel and sustainability. Über das Projekt // About the Project (10/2017) statt, bei der Studierende The following good practice reports aller Partneruniversitäten die Mög- of the partner consortium would lichkeit erhalten, zusammen mit like to offer a compact overview of Wirtschafts-, Kultur- und Nachhal- the successful UD project work of tigkeits-ExpertInnen eigene Exis- the past two years. tenzgründungsideen im Kontext urbaner Dynamiken zu entwickeln.

Die folgenden Good Practice-Be- richte aus dem Partner-Konsortium möchten einen kompakten Ausblick über die erfolgreiche UD-Projekt- arbeit der vergangenen zwei Jahre geben.

UD Santiago Workshop@Facultade de Xeografía e Historia, USC UD Kiel Workshop@Alte Mu

UD Paris Symposium@City Hall Saint-Denis III. Good Practice-Beispiele III. Examples of Good Practice

Innovative Projekte haben per defi- Innovative projects are, by defini- nitionem eine begrenzte Laufzeit, in tion, limited to a certain duration der Noch-nicht-Etabliertes – eben during which something not-yet-es- Neuartig(er)es entwickelt und rea- tablished or new is to be developed lisiert werden soll. Das birgt Chan- and carried out. This holds oppor- cen wie auch eine Reihe von Heraus- tunities as well as a series of chal- forderungen. Über Letztere werden lenges. With regard to the latter, the aus transinstitutioneller Sicht der UD Guideline for International In- UD Leitfaden zu den internationa- ternships, in addition to the mod- len Praktika (Guideline Internships) ule description of the UD Study and wie auch aus akademischer Pers- pektive die Modulbeschreibung des Training Programme, will from 2018 UD Studien- und Ausbildungspro- onwards provide interested parties gramms (Study and Training Pro- with experiences and helpful infor- gramme) Interessierten ab 2018 mation for respective implementa- konkrete Erfahrungen sowie hilf- tions concerning the transinstitu- reiche Informationen für entspre- tional as well as the academic view. 9 chende Umsetzungen bieten. Regarding the following exam- Bei den folgenden Beispielen ples of good practice, the five project guter Praxis wurden die fünf Pro- partners were asked to summarise jektpartner gebeten, ausgemachte, certain inputs, new developments durch UD in den zwei Projektjah- and positive project experiences at ren 2015-2017 beförderte Impulse, their home universities that have Neuerungen wie auch positive Pro- been promoted by UD during the jekterfahrungen an den Heimatuni- two project years from 2015 to 2017, versitäten zu resümieren, um so in order to gain an overview of the einen Überblick über das qualitative qualitative plus of a transcontinen- Plus einer transkontinentalen Eras- tal Erasmus partnership along with mus-Partnerschaft mitsamt ihrem transdisziplinären wie interkulturel- its transdisciplinary and intercul- len Lehr-Lernprojekt zu geben. tural teaching-learning project. Good Practice-Beispiele // Examples of Good Practice

UD@CAU (Deutschland) UD@CAU (Germany)

Strukturen schaffend Creating Structures Auf administrativ-struktureller On the administrative-structural Ebene war die Ausgangssituation level, the initial situation for the SP für die Kieler SP-Leitung keine ein- management in Kiel was not an easy fache. Denn als forschungsbasier- one. As a research-based whilst not tes, indes nicht primär forschendes entirely research-driven EU-funded EU-Drittmittelprojekt, das zudem project, moreover involving vari- transfakultär aufgestellt und an der ous faculties and aimed at devel- Entwicklung neuartiger Lehr-Lern- oping innovative teaching-learning formate interessiert war, mussten formats, all administrative pro- alle projektmanagementrelevanten cesses relevant to the project man- Administrationsprozesse von Ver- agement, ranging from contracts to trägen bis zur Finanzverwaltung – financial management – in addition zusätzlich zu den inhaltlichen Pro- to project measures regarding con- jektmaßnahmen – selbst entwickelt tent – had to be self-developed and und zusammen mit den Partnern jointly optimised and adjusted, to- international optimiert und ange- gether with the partners interna- passt werden. Dies wurde durch die tionally. This was made possible von Anbeginn solide Zusammenar- from the outset through committed beit mit dem International Center collaboration with the International (IC) der Universität zu Kiel möglich, Center (IC) at Kiel University which das von der Antragseinreichung acted as a competent partner from bis zum Controlling als kompeten- proposal submission to managerial ter Administrationspartner inner- accounting. In return, good prac- halb der Universität fungierte. Im tice reports regarding Erasmus+ ap- Gegenzug haben Good Practice-Be- plications and the provision of doc- richte zur Erasmus+-Antragsstellung uments contributed, among other sowie die Bereitstellung von Un- things, to the CAU’s second Eras- terlagen u. a. begünstigt, dass die mus+ SP on urban issues as coordi- CAU seit 09/2017 eine zweite Eras- nator in charge, as of 09/2017 (An- mus+-SP zu urbanen Fragen feder- cient Cities). führend koordiniert (Ancient Cities). Thereby, it is to be considered Dabei ist es als ‚Markstein‘ für die a ‘milestone’ for the CAU’s aca- Wissenschaftslandschaft an der CAU demic landscape in general that UD insgesamt zu werten, dass UD durch has formatively, by means of good gute (trans-)institutionelle Praxis (trans)institutional practice since Good Practice-Beispiele // Examples of Good Practice seit 2015 strukturschaffend nicht 2015, not only drawn attention to nur auf die Bedeutsamkeit und At- the significance and attractiveness traktivität von interdisziplinären of teaching-learning projects and Lehr-Lernprojekten und ihrer inter- their international third-party fund- nationalen Drittmitteleinwerbung ing. With regard to the topicality of aufmerksam gemacht hat; auch university teaching, the UD teach- was die Aktualität von universitärer ing-learning project has likewise set Lehre angeht, hat das UD Lehr-Lern- a direction at CAU which can now projekt an der CAU Weichen stellen gain a longer-term placement and können, die nun u. a. in der mitt- further institutional connectedness, lerweile bewilligten HRK-EXPER- for example in the HRK EXPERTISE TISE-Themenwerkstatt 2017 zum Workshop 2017 on the internation- Nexus Internationalisierung-Digita- alisation-digitisation nexus. lisierung längerfristig positioniert sowie institutionell weiter vernetzt Social-Cultural Innovation werden können. It is by no means self-evident that a teaching-learning project in the Sozial-kulturelle Innovation area of urban studies is coordinated Dass ein Lehr-Lernprojekt im Be- by the literary and cultural studies reich der Urban Studies von litera- in cooperation with human geogra- 11 tur/kulturwissenschaftlicher Seite phy. Besides the development of ur- in Kooperation mit der Humangeo- ban planning coordinates, etc., the graphie koordiniert wird, ist keine interdisciplinary discussions in the Selbstverständlichkeit. Und haben course of UD (teaching) events have gerade die Disziplinen übergreifen- proven that a profound socio-cul- den Diskussionen im Rahmen von tural perspective on urban spaces UD-(Lehr-)Veranstaltungen bewie- and their dynamics helps to pro- sen, dass eine fundierte sozio-kultu- vide a sensitivity for anthropologi- relle Perspektive auf urbane Räume cal terms, including imaginaries of und ihre Dynamiken dazu verhilft, cities (image, etc.) just as much as of neben stadtplanerischen Koordi- its inhabitants (identities, etc.). The naten usw. auch eine Sensibilität SP thereby enabled social sciences für anthropologische Konstanten and the humanities to contribute zu entwickeln, wozu das Imaginäre substantively and actively to a bet- von Städten (Image etc.) ebenso ge- ter understanding of cultural com- hörte wie das ihrer Bewohner (Iden- plexities in cities and a reflected tifikation etc.). Womit die SP auch handling thereof, being conducive starkmachen konnte, dass sozial- to, for example, an Education for und geisteswissenschaftliche Fä- Sustainable Development (ESD). Good Practice-Beispiele // Examples of Good Practice cher einen realen wie aktiven Bei- Alongside this proof of social ‘rele- trag für das bessere Verständnis vance’ of cultural studies and of an kultureller Komplexität in Städ- intercultural ‘expansion’ of social ten und des reflektierten Umgangs science perspectives, the transdis- damit leisten können, wie er u. a. ciplinary UD Study and Training Pro- für eine Bildung für nachhaltige Ent- gramme acts as a promoter of what wicklung (BNE) förderlich ist. could be labelled as “social-cul- Neben diesem Nachweis sozialer tural innovation”, on account of the ‚Relevanz‘ kulturwissenschaftlicher StartUp Academy in Kiel (10/2017) Arbeit und einer interkulturellen ‚Er- as well as its international intern- weiterung‘ sozialwissenschaftlicher ship structures. Perspektiven befördert das trans- disziplinäre UD Studien- und Aus- Science on Site bildungsprogramm dank der Kieler As a form of complex spaces, it StartUp Academy (10/2017) sowie serves a better comprehension of internationaler Praktikumsstruktu- cities and their dynamics when not ren zudem das, was man ‚sozial-kul- only foundational research, rele- turelle Innovation‘ nennen könnte. vant theory and new concepts but also practical dialogue is involved, Wissenschaft vor Ort as demonstrated by the approach of Als komplexe Räume lassen sich the two UD workshops. Städte und ihre Dynamiken besser The working group on “Refugee erfahren, wenn man neben Grund- Spaces” (directed by Z.-E. Hathat) lagenforschung, einschlägiger The- serves as a gainful example of the orie und neuen Konzepten auch Kiel workshop in June 2016 as it den Praxis-Dialog einbezieht, wie dealt with the dynamics of flight ihn insbesondere die zwei UD-Work- and migration in Germany and es- shops betrieben haben. pecially in Kiel. Firstly, an interdisci- Ein einträgliches Beispiel hierfür plinary group of students and teach- war die Arbeitsgruppe zu den „Re- ers from the various participating fugee Spaces“ (Ltg. Z-E. Hathat) auf partner universities was formed for dem Kieler Workshop im Juni 2016, this purpose. The group then dealt welche die Flucht- und Migrations- with questions of how the city of dynamiken in Deutschland und Kiel had handled the refugee move- insbesondere in Kiel zum Thema ments during the years 2015 and hatte. Hierzu wurde zunächst eine 2016, how migrants support each interdisziplinäre Gruppe von Stu- other and how migrants having dierenden und Lehrenden aus den lived in Kiel for long periods of time verschiedenen teilnehmenden Part- assess their situation. To this end, Good Practice-Beispiele // Examples of Good Practice ner-Universitäten gebildet. Dar- an initial reception centre for refu- aufhin beschäftigte man sich mit gees was visited, representatives of Fragen, wie die Stadt Kiel mit den the Turkish community in the eth- Fluchtbewegungen in den Jahren nic neighbourhood (Gaarden) were 2015 und 2016 umgegangen ist, wie spoken to and meetings were ar- sich MigrantInnen gegenseitig un- ranged with migrants from Afghan- terstützen und wie schon länger in istan in an allotment garden in Kiel lebende MigrantInnen ihre Si- Kiel. Besides the implied methodi- tuation beurteilen. Hierfür besuchte cal skill enhancement in the area of man eine Erstaufnahmeeinrichtung migration research, all of these en- für Flüchtlinge, sprach mit Vertre- counters served the purpose of the terInnen der Türkischen Gemeinde participants’ own intercultural re- im migrationsreichen Stadtquartier flection who were able to identify (Gaarden) und traf Migranten aus Af- parallels in situ and differences with ghanistan in einem Kieler Schreber- regard to the challenges of flight garten. and migration in their own cities All diese Begegnungen dienten, and to exchange views. Moreover, neben der methodischen Kompe- intercultural practical experiences tenzerweiterung im Bereich von like the ones in Kiel clearly gener- Migrationsforschung, vor allem der ate a more conscious interest in the 13 interkulturellen Reflexion der Teil- human beings behind the numbers nehmenden selbst, die in situ Paral- and terms: an interest in their op- lelen und Unterschiede im Hinblick portunities, their worries, their feel- auf Flucht- und Migrationsheraus- ings. This may, therefore, constitute forderungen in ihren eigenen Städ- a motivation for a transfer of good ten ausmachen und Perspektiven practice elsewhere or, if applicable, austauschen konnten. Darüber hi- for better practice on site. naus wurde deutlich, dass interkulturelle Praxis-Erfahrungen wie diese in Kiel ein bewussteres Inte- resse für die Menschen hinter den Zahlen und Termini wecken – ihre Chancen, ihre Sorgen, ihre Befind- lichkeit. Womit sie auch Transferan- lass für gute Praxis andernorts und ggf. für bessere Praxis vor Ort sein können.

Working Group@UD Kiel Workshop Good Practice-Beispiele // Examples of Good Practice

UD@USC (Spain) tasks under the coordination of PhD students. We believe that the implementa- Interactive Approach tion of case studies with a multidis- The experiences acquired during ciplinary approach is fundamental the UD Study and Training Pro- as practical teaching methodology, gramme (2015-2017) have been en- especially for students of social dy- riching. Teaching based on inter- namics. Through this type of activity active and collaborative learning they develop independence in re- methodologies has been fostered search and awareness of the need to among USC students and teachers, analyse social phenomena from dif- as well as among students them- ferent disciplines and viewpoints. selves. An example of this was the elaboration of case studies, through International Practice which our students from geogra- Another example of good practice phy and philology worked together to be highlighted within the UD pro- allowing an interdisciplinary and ject is its international internship transversal approach of the prob- programme. The new development lematic object of study. is that students can only apply for The case studies allow the holis- internships to the institutions of tic analysis of contemporary phe- other countries. In this way, the pro- nomena within a real context. For gramme not only guarantees the example, the students form geog- students’ employability, since it will raphy and philology studied the benefit them to enter the labour squatter movement in Santiago de market successfully, but it also pro- Compostela. Students researched motes internationalisation and in- in practice what happened, in con- terculturality. trast to what theoretical literature Through the completion of the says should happen. By doing so, internships, students develop a set students improved their research of capabilities – skills, understand- capabilities with the integration of ings and personal attributes – that special techniques, such as partic- improve their chance to gain em- ipant observation and semi-struc- ployment and to be successful in tured interviews. In addition, case their chosen occupations, which studies have raised interaction be- benefits themselves, the workforce, tween doctoral and master stu- the community and the economy. A dents. They exchanged knowledge form of service learning that should and reinforced teamwork practices, be incorporated by the different uni- as the MA students performed the versity degree programmes. Good Practice-Beispiele // Examples of Good Practice Since the UD internship programme places students in professional set- tings that favour the acquisition of knowledge and the implementa- tion of the necessary skills for their future introduction into the workplace, it empowers them to ob- serve, analyse, reflect and to make decisions and act. During the train- UD@Cidade da Cultura, Santiago d. C. ing period, students are able to ar- ticulate theory and practice through a global approach to real problems and situations in the workplace, im- plementing the knowledge gained in the academic curriculum. It also allows them to develop participatory competences, as well as innovative, creative and entrepreneur- ial ideas. The fact that the internships take 15 place in another country clearly adds an international and intercul- UD@A Coruña tural aspect to the training. For, students are able to improve their language skills, vital when it comes to finding employment, in the area of specialisation through daily work in the company and attending language courses at the UD partner university. Likewise, learning to work with people from other cul- tures prepares them to face the in- creasingly multicultural work envi- ronments that exist globally. Presentation@UD Santiago Workshop In short, practices, as proposed by the UD programme, provide students with a more comprehensive training for the future labour market. Good Practice-Beispiele // Examples of Good Practice

UD@UP8 (France) UD has helped to strengthen inter- nationally the validity of interdisciplinary study programmes. Experimental Teaching Methods The two European workshops (Kiel Multilingual Aspects & Santiago de Compostela) in which All seminars, workshops and meet- Paris students took part fostered ings were organised in various lan- their curiosity and their will to be guages: English, Spanish, German active in field surveys and compar- and French. In order to give the pos- ative inquiries in various European sibility to everyone to express him/ cities – refugee centres, cultural herself in the most effective way. centres, reused places … All partic- Thus, Paris 8 Institute of European ipant students made presentations Studies commissioned during the which deeply enriched the study March 2016 scientific symposium cases. Furthermore teachers were two interpreters: one from French invited to realise distance learning to English, one from Spanish to Eng- courses on the UD platform. Two of lish. Although this type of expense us performed the exercise for a class was not included in the symposium in English and a class in Spanish. budget (we paid these services on This experiment boosted our will to our own recipes), we thought that broadcast distance courses at UP8 it was vital for the best possible more generally. communication. Generally speak- ing, thanks to UD our students have Interdisciplinarily been exposed to multilingual as- One of the great results of UD prac- pects of international cooperation. tices was the cooperation between This has promoted their will to learn geography, sociology, culture and foreign languages (a programme literature students to compare var- which is now foreseen in our Mas- ious academic approaches. This as- ter curriculum, for, at least, two lan- pect was particularly valued by the guages: English and Spanish). Institute of European Studies (IEE) which is in itself an interdisciplinary European & International Scope institute (with language teachers, UP8 is one of the French universities political scientists, sociologists, city most experienced in international planners, economists). But it was relations within Europe and world- also deeply acknowledged by our wide. However, in spite of many colleagues of UP8 Master in Social conventions signed with interna- and Human Sciences (who are also tional universities, UP8 has only ob- part of the programme). Therefore, tained two Erasmus+ Strategic Part- Good Practice-Beispiele // Examples of Good Practice nerships so far (one more has been enriched their understanding of granted in September 2017). So, French urban policy these days. UD was a great opportunity to put UP8 on the European and international map. Thanks to this partnership, we (IEE) could experience a closer relation with UP8 Service of International Relations and Inter- national Cooperation and we were able to commission more talented agents and better UP8 practices in the field. The UD programme un- Opening Session@UD Paris Symposium doubtedly contributed to the international outreach of UP8 and of the Institute of European Studies. As a consequence the current Director of the Institute has been elected as UP8 Vice-President of International Relations since February 2017. 17 Transinstitutional Cooperation Thanks to UD, various opportuni- ties were created to cooperate with Perspectives@UD Paris Symposium professional organisations or institutions: Paris City, Saint-Denis City, CentQuatre, Espace 1789, Interna- tional City Theatre, Gérard Philipe Theatre (Saint-Denis). These con- tacts fostered the cooperation between both entities. Some of their representatives were invited to the symposium organised at UP8 in March 2016. Saint-Denis City welcomed all UD participants for Expertise@UD Paris Symposium a meeting during the same week. Thus, European teachers and students could learn about the activities of a multicultural city, its challenges and its projects and hereby Good Practice-Beispiele // Examples of Good Practice

UD@USAL (Argentina) allowed us to enhance and com- plete the interaction already pro- Transcontinental Plus vided by the presential meetings To be able to partake in a European of the international teams. With- study and training programme and out this UD blended learning de- to contribute with talks and intellec- vice it would not have been possible to keep the transatlantic academic tual outputs to a more wide-reach- interchange of ideas so dynamic ing, non Eurocentric perspectiva- over the past two years. That is why tion of urban dynamics was a clear we believe that digitalisation and added value for us. In particular our internationalisation combine best participation in the workshops and for a more global study of urban working meetings that took place in complexity if sustained by a me- Kiel, Recife and Santiago de Com- thodical and medial mix of classi- postela has allowed us to present cal and virtual classroom teaching, and discuss specific socio-cultural on-location workshop experiences, Argentine and Latin American issues face-to-face meetings (online and from the view of Human Sciences event-related), symposium talks (philology in particular). We were and round tables as well as 24-hour also able to compare them with dif- available online lectures and mate- rials, as it has been implemented ferent European perspectives re- since 2015 by the UD Study and lating to the same topics (such as Training Programme to promote in- popular devotions and episodes of ternational exchange and facilitate political and criminal violence), de- worldwide and inclusive availability veloping thereby not only an inter- of resources regardless of location. cultural but also an interdisciplinary discourse. In the multinational UD context it has also been possible to experience and examine specific urban ‘problems’ and challenges existing in the European Union, but absent in our countries; for example: the massive admission of political refugees, etc.

Blended Interchange Reserva Ecológica / Buenos Aires The establishment of a virtual platform as a part of the UD project has Good Practice-Beispiele // Examples of Good Practice

UD@UFPE (Brazil) ism development. Hence, the two Recife internees have given proof that with sufficient intrinsic motiva- Intercontinental Dialogue tion and good preparation the lack Besides the fact that non-European of funding complicates but does not students do not receive grants for inhibit vocational transfer and inter- participation in Erasmus+ funded continental dialogue. events or internships – something that does not favour general in- Transferring ternationalisation and intercultural Another example for good trans- learning and working policies – two fer was the Recife case study re- Brazilian students applied success- garding “Geography of resistance: fully for UD Internships in Spain Counter-hegemonic registers of the 2017 at the CETUR (Centre for Tour- present days” (2016) in which UFPE ism Studies and Research) in Santi- students from geography, architec- ago de Compostela. ture, biology, sociology, tourism and There they assisted a lecture law (1) studied thoroughly the ‘pro- about the impacts of tourism in pil- duction’ of space in old downtown grim city Santiago de Compostela, Recife, (2) analysed conflicts be- where relevant perspectives of ac- tween hegemonic and counter-he- 19 tors and stakeholders like the local gemonic agents as well as (3) the community, private investors and legal situation of the areas, inter- public management were analysed. viewed (4) different agents and (5) Their activities also included a visit made out the various standpoints. to the borough of Mugardos (Fer- The experiences and discussions of rol), a showcase of public tourism the case study group enabled a bet- development in Galicia. Besides the ter understanding of urban dynam- specific research activities and net- ics in and of a peripheral city such working with tourism profession- as Recife. The interdisciplinary case als and scholars from Santiago de study contributed hereby to per- Compostela, it was the combination ceive the city as a whole and to iden- of research-oriented and practical tify the distinct agents, dimensions, field work that enriched their inter- scales, contents and processes, in cultural as well as professional ex- order to address adequately cur- perience, enabling a better compre- rent urban dynamics and their con- hension of South-Western European sequences. geocultures and politics and sup- Thus, this case study can be seen porting the ability to adopt and de- as a UD landmark, setting compara- velop new practices for urban tour- tive bases for the comprehension of Good Practice-Beispiele // Examples of Good Practice urban frictions and actual practices of resistance.

Conjointly In summary, the experiences gained during the UD project administra- tion process were positive for UFPE. First, we got management insights Marco Zero / Parque das Esculturas, Recife into a transdisciplinary Erasmus+ teaching-learning project. Second, the project's communication with Kiel and between partners was con- stant and productive thanks to the plurilingual approach of the SP and its communications infrastructure. Third, Kiel applied successfully for further project funding, in order to be able to invite Brazilian students Urban Mobility _eporai.com@Recife Project Meeting and staff to participate in German UD events, emphasising by this the UD blended learning credo that not only virtual but also presential dialogue is essential for international cooperation. Fourth, the SP came to Recife in order to learn from and get inspired by Brazilian movements and policies. Hence, it was a pleas- ure to organise on behalf of the UD Project Meeting in Recife (09/2016) a diverse schedule that included visi- Olinda / Recife tations, consultations and dialogue with UFPE as well as USAL students. With this Latin-American Eras- mus+ meeting UD emphasised that European and Latin-American transfer is best when bilateral. IV. Über die UD-Fallstudien IV. About UD Case Studies

Wie wenig andere akademische More than most other academic Lehr-Lernmethoden eignen sich teaching-learning methods, case Fallstudien, wie sie u. a. die Har- studies like the ones practiced for vard Business School seit längerem example by the Harvard Business praktiziert und UD v. a. soziokultu- School and thought one step fur- rell weiterdenkt, sowohl um For- ther, especially socioculturally, by schungsorientierung und Employa- UD are a convenient way to imple- bility als auch um Service Learning ment research orientation and em- mittels Blended Learning umzuset- ployability as well as service learn- zen. ing through blended learning. Grundidee der UD-Fallstudien The basic idea of the UD case ist, dass Studierende in kleinen Pro- studies is to have students in small jektgruppen jeweils einen spezifi- project groups work on a specific schen ‚Fall‘ bearbeiten, der eigens case specially conceptualised by für sie von einer Team-Leitung kon- the respective team management. zipiert wurde. Dieser kann ein fikti- This can be a fictional whilst real- ves, indes realistisches Fallbeispiel istic case example or an actual yet 21 oder auch eine reale, noch nicht untapped challenge in the context erschlossene Herausforderung im of urban dynamics. The final aim Kontext urbaner Dynamiken sein. is to present definite proposals for Am Ende gilt es, konkrete Lösungs- solutions. The results must be rea- vorschläge zu präsentieren. Die Re- sonable and are reviewed for fea- sultate müssen hierbei plausibel sibility inter alia with the help of sein und werden u. a. durch den Ein- external experts. Apart from qualita- bezug von externen ExpertInnen auf tive methods such as field research ihre Realisierbarkeit hin überprüft. or analysis and depending on the Neben qualitativen Methoden wie respective case, it may be neces- Feldforschung und Analyse kann es sary for students to work together je nach Fall auch sein, dass Studie- on their case in purposely interdis- rende in bewusst interdisziplinären ciplinary and/or international pro- und/oder internationalen Projekt- ject groups, which in turn is made gruppen an ihrem Fall (zusammen) possible by the UD Virtual Class- arbeiten, was dann u. a. über den room where teams may join up and UD Virtual Classroom ermöglicht exchange thoughts online in project wird, wo sich die Teams bezüglich meetings and interviews. Projektmeetings und Interviews on- Über die UD Fallstudien // About UD Case Studies line treffen und austauschen kön- This way, for example UD students nen. of geography and sociology from So haben z. B. UD-Studierende Kiel, Paris and Santiago de Com- der Geographie und Soziologie aus postela have, in the context of the Kiel, Paris und Santiago de Compos- UD case study “Learning from al- tela im Rahmen der UD-Fallstudie ternative spaces?” (directed by M. „Learning from alternative spaces?“ Helten), both, empirically investi- (Ltg. M. Helten) partizipative Gestal- gated on site and also compared tungsräume alternativer Stadtent- and discussed online in the virtual wicklung sowohl vor Ort empirisch ‘classroom’ participatory creative erforscht als auch online im virtu- spaces for alternative city develop- ellen ‚Klassenraum‘ verglichen und ment, prior to a joint presentation diskutiert, ehe sie die Befunde ihrer of the results of their study at the Studie dann gemeinsam beim Kie- Kiel workshop in June 2016. Further- ler Workshop im Juni 2016 vorge- more, students of Romance studies stellt haben. Kieler Romanistik-Stu- in Kiel have presented on site the re- dierende wiederum haben bei der sults and proposals of their “cultural internationalen Fallstudie zu „Cul- potential analysis” pertaining to the tural imaginaries and urban dyna- international case study “Cultural mics of Astorga“ (Ltg. A. Lammers; imaginaries and urban dynamics of in Zusammenarbeit mit der UFPE) Astorga” (led by A. Lammers and in die Ergebnisse und Vorschläge ihrer collaboration with UFPE) to munic- „Kulturpotentialanalyse“ im Juli ipal authorities and the interested 2016 dann in Spanien Stadt-Verant- public in Spain in July 2016. In the wortlichen sowie einer interessier- course of both exemplary UD case ten Öffentlichkeit präsentiert. In bei- studies, empirical as well as ‘her- den exemplarischen UD-Fallstudien meneutical’ research methods have haben empirische wie ‚hermeneu- made a sociocultural contribution in tische‘ Forschungsmethoden einen the context of urban commons and, soziokulturellen Beitrag im Kontext respectively, demographic change von Urban Commons bzw. demo- that enhanced the participant stu- graphischem Wandel geliefert, der dents’ professional skills, be they die beruflichen Kompetenzen der in the context of interdisciplinary teilnehmenden Studierenden, seien urban research or intercultural cul- sie im Bereich der interdisziplinä- tural management within an inter- ren Stadt-Forschung oder des international frame of experience. kulturellen Kulturmanagements in einem internationalen Erfahrungs- rahmen erweitert hat. V. Zusammenfassung & Ausblick V. Résumé & Future Prospects

Die SP Urban Dynamics hat in den The SP Urban Dynamics has struc- zwei vergangenen Projektjahren turally and substantially contrib- einen strukturellen wie substantiel- uted to the development and real- len Beitrag für die Entwicklung und isation of a transprofessional MA Umsetzung eines transprofessionel- Study and Training Programme for len MA-Studien- und Ausbildungs- future ‘urban managers’ in the past programms für zukünftige ‚Urban two years. In doing so, it did not Managers‘ geleistet. Dabei wurde only introduce an international but nicht nur ein internationaler, son- also a transcontinental horizon on dern auch transkontinentaler Hori- cities and their sociocultural com- zont auf Städte und ihre soziokul- plexity. Due to the research-based turelle Komplexität eröffnet. Durch interdisciplinary collaboration of die forschungsbasiert-interdiszipli- geography, sociology and liter- näre Zusammenarbeit von Geogra- ary/cultural studies and a blended phie, Soziologie und Literatur/Kul- learning setting that promotes in- turwissenschaften und ein inter- tercultural teaching and learning, kulturelles Lehren und Lernen för- the purposely transinstitutional co- 23 derndes Blended Learning Setting operation dialogue with munici- war nicht zuletzt der bewusst tran- pal stakeholders from the wider so- sinstitutionelle Kooperations-Dia- ciety resulted in a career orienting log mit städtischen Stakeholdern function. aus Praxis und Gesellschaft berufs- Yet, such an undertaking is only orientierend. as good as its participants (teach- Doch ist ein entsprechendes Vor- ers, contributors, cooperation part- haben nur so viel wert, wie seine ners and students) who commit to Teilnehmenden (Lehrende, Mitar- a better understanding of urban dy- beitende, Kooperationspartner und namics beyond particular modu- Studierende) sich über einzelne Mo- lar units and measures. In view of duleinheiten und Maßnahmenpake- that, UD has a more long-term per- te hinaus für ein besseres soziokul- spective. In order for students to be turelles Verständnis urbaner Dyna- able to combine in their choice of miken engagieren. Geht man hier- study future prospects with sustain- nach, kann UD langfristiger planen. ability in the area of urban dynam- Allein, damit Studierende bei ihrer ics, a broadened academic perspec- Studienwahl eine Zukunftsperspek- tive is necessary which connects tive mit Nachhaltigkeit im Bereich research-based teaching-learning Zusammenfassung & Ausblick // Résumé & Future Prospects urbaner Dynamiken kombinieren projects with discipline-specific re- können, ist noch eine akademische search projects, etc. as a statement Perspektiverweiterung vonnöten, of university quality development. die forschungsbasierte Lehr-Lern- As a student-oriented Erasmus+ projekte zusammen mit spezialwis- project, UD has certainly proven senschaftlichen Forschungsprojek- that it is very well possible to unite ten usf. als Ausweis universitärer university standards and vocational Qualitätsentwicklung begreift. orientation after Bologna, if not Als lernendenorientiertes Eras- only credit points are offered but mus+-Projekt hat UD jedenfalls ge- also personal development is on zeigt, dass man in Bologna-Zei- the agenda. According with the UD ten sehr wohl universitären An- credo, the objective is to gain suf- spruch mit Berufsfeldorientierung ficient intercultural and transdisci- vereinen kann, wenn man nicht plinary competences to enable stu- nur Credit-Points anbieten, son- dents to become active themselves dern auch Persönlichkeiten her- and (also) to use their sociocultural anbilden möchte. Diese sollen, so expertise for the purpose of society. das UD-Credo, während ihres Studi- Therefore, UD aims to keep ums zureichende interkulturelle wie working actively together with its transdisziplinäre Kompetenzen er- international cooperation part- werben, die sie im besten Falle dazu ners towards this academic added ermächtigen, selbst aktiv zu wer- value of a transdisciplinary course den, um ihre soziokulturelle Exper- of study for students. The Strategic tise (auch) in den Dienst der Gesell- Partnership wishes to thank the Eu- schaft zu stellen. ropean Union and the German Na- So will UD weiter mit seinen in- tional Funding Agency (DAAD) as ternationalen Kooperationspart- well as all cooperation partners and nern aktiv daran und dafür arbeiten, project sponsors for their support Studierenden diesen universitären up to this point. If you are willing to Mehrwert eines transdisziplinären contribute in the future get involved Studiums zu ermöglichen. Die Stra- today. tegische Partnerschaft dankt der Europäischen Union und der Nati- onalen Agentur (DAAD) sowie allen Kooperationspartnern und Projekt- förderern für ihre Unterstützung bis hierhin. Wer in Zukunft mitwirken will, ist eingeladen, sich heute ein- zubringen. Team

Kiel Koordination / Coordinator SP: Prof. Dr. Javier GÓMEZ-MONTERO Co-Koordination / Co-Coordinator: Prof. Dr. Rainer WEHRHAHN Gesamtprojektleitung / Project Manager UD: PD Dr. Victor A. FERRETTI Co-Projektleitung / Co-Project Managers: Dr. Corinna Hölzl & Zine-Eddine HATHAT Finanzadministration / Financial Administrator UD: Paola BLATTER-CHAN

Paris Projektleitung / Project Leader UP8: Prof. Dr. Anne-Marie AUTISSIER Co-Projektleitung / Co-Project Leader: Prof. Dr. Alain SINOU Projektadministration / Project Administrator: Gabriela MÉNDEZ FERNÁNDEZ

Santiago de Compostela Projektleitung / Project Leader USC: 25 Prof. Dr. Rubén C. LOIS GONZÁLEZ Co-Projektleitung / Co-Project Leader: Prof. Dr. Anxo ABUÍN GONZÁLEZ Projektmitglieder / Project Members: Prof. Dr. Fernando CABO ASEGUINOLAZA & Prof. Dr. María José PIÑEIRA MANTIÑÁN Projektadministration / Project Administrator: Yamilé PÉREZ GUILARTE

Buenos Aires Projektleitung / Project Leader USAL: Prof. Dr. María Rosa LOJO Projektmanagement / Project Management USAL: Prof. Dr. Marcela CRESPO BUITURÓN

Recife Projektleitung / Project Leader UFPE: Prof. Dr. Edvânia TÔRRES AGUIAR GOMES Projektmitglied / Project Member (ass.): Prof. Dr. Mariana ZERBONE ALVES DE ALBUQUERQUE Projektadministration / Project Administrator: Guilherme José FERREIRA DE ARAÚJO Imprint Herausgegeben von | Published by Projektmanagement / Project Management UD in Zusammenarbeit mit | in Collaboration with UD Project Partners

Redaktion | Editing: Ludmilla Babayan, Christian J. Müller & Lisei Ziesmer Bildredaktion | Image Editing: María J. González & Yves Ribaric

Contact SP Urban Dynamics Romanisches Seminar CAU zu Kiel Leibnizstr. 10 24098 Kiel Germany [email protected] www.urbandynamics.eu

The creation of these resources has been co-funded by the ERASMUS+ grant programme of the European Union under grant no. 2015-1-DE01-KA203-002201. Neither the European Commission nor the project’s national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources. UD@HafenCity, Hamburg (top) & @IBZ, Kieler Förde