This handbook provides up to date research and case studies that highlight both the need and strategies for creating inclusive, youth-friendly public outdoor environments around the world.
The Routledge Handbook of Designing Public Spaces for Young People is a thorough and practical resource for all who wish to influence policy and design decisions in order to increase young peoples access to and use of public spaces, as well as their role in design and decision-making processes.
The ability of youth to freely enjoy public spaces, and to develop a sense of belonging and attachment to these environments, is critical for their physical, social, cognitive, and emotional development. Young people represent a vital citizen group with legitimate rights to occupy and shape their public environments, yet they are often driven out of public places by adult users, restrictive bylaws, or hostile designs. It is also important that children and youth have the opportunity to genuinely participate in the planning of public spaces, and to have their needs considered in the design of the public realm.
This book provides both evidence and tools to help effectively advocate for more youth-inclusive public environments, as well as integrate youth directly into both research and design processes related to the public realm. It is essential reading for researchers, design and planning professionals, community leaders, and youth advocates.
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xiii | |
Notes on Contributors |
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xviii | |
Acknowledgments |
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xxv | |
Glossary |
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xxvi | |
Chapter---Subject Matrix |
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xxviii | |
Introduction |
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1 | (4) |
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PART I Introduction: Why We Need to Include Youth in the Creation and Use of Outdoor Public Environments |
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5 | (112) |
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1 A Fundamental Need: Linking Youth Development to the Public Realm |
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7 | (16) |
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2 Freedom to Flourish: Why Independent Mobility and Access to the Public Realm is Important for Youth Development |
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23 | (16) |
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3 Risky Play: Why Children Love and Need It |
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39 | (13) |
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4 Why Is It Important to Provide Child- and Youth-Friendly Streets? |
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52 | (12) |
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5 Experiential Accessibility: A Therapeutic Approach to the Design of the Public Realm |
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64 | (16) |
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6 Engaging Racially and Ethnically Marginalized Youth as Stakeholders of Outdoor Public Environments |
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80 | (18) |
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7 Youth-Built Projects: Involving Youth in the Construction of Public Places |
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98 | (19) |
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PART II Introduction: How Can We Create Inclusive, Youth-Friendly Outdoor Public Environments? |
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117 | (212) |
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8 Welcoming Young People in Urban Placemaking: Learning from Challenges |
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120 | (15) |
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9 Turning Young People's Ideas into Action: Learning from Long-term Partnerships for Child and Youth Participation |
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135 | (15) |
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10 The Power of Process: Shaping our Public Domains with Young People |
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150 | (16) |
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11 'Green Direction': Illustrating a Framework for Integrating Youth into the Design and Building of Public Spaces |
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166 | (30) |
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12 Philadelphia Youth Call for Equitable Development |
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196 | (13) |
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13 Through Engagement to Design: Working with Children, Young People, and Communities to Improve Green Spaces in Social Housing Areas |
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209 | (13) |
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14 Fluid Inquiry: Investigating a Re-imagination of Youth-Friendly Public Places in the Era of Rapidly Changing Technology |
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222 | (15) |
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15 How to Use Big Data for Youth Inclusion: Lessons and Insights from Video-based Social Media Research on Adolescent Free Play in Cities |
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237 | (13) |
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16 'Insideness' as the Lens for Understanding Pre-teens' Relationship with Place |
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250 | (22) |
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17 How to Integrate Photovoice and Multiple Participatory Methods: Lessons Learned from Collaborating with Tribal Youth in India to Explore their Surrounding Environment |
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272 | (17) |
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18 The Mission: Engaging Aboriginal Australian Children in the Redesign of Community Public Spaces |
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289 | (19) |
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19 Behavior Mapping to Support the Development of Youth-Friendly Public Outdoor Places |
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308 | (21) |
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PART III Introduction: Youth Inclusion in Practice |
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329 | (78) |
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20 'Shaking the Movers': A Rights-Respecting Model for Youth Participation in the Planning of Public Environments |
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331 | (5) |
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21 The Great Outdoors Colorado Inspire Initiative---Garfield County, CO |
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336 | (8) |
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22 Friendly for Play? Engaging Young People in Examining their Neighborhood Play Environments |
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344 | (7) |
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23 The Rocky Hill Trail: A Path of Transformation |
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351 | (7) |
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24 In From the Margins: Engaging Latinx Youth in Chicago's Little Village |
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358 | (6) |
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25 From Noisy Coexistence to Inclusion-through-Resistance: (Re)placing Youth at London's `Southbank' Skate Spot |
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364 | (6) |
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26 Parisite, New Orleans: Some Place to Play |
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370 | (5) |
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27 Living with Nature, Sheffield, England |
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375 | (5) |
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28 Play Streets to Play Quarters |
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380 | (6) |
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29 Youth Planning + Designing for Play: `The Hangout' |
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386 | (7) |
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30 The Manzanita Gathering Place: Engaging Marginalized Youth in Creative Placemaking |
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393 | (8) |
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31 Mindful Mapping: An Integrated Approach to Helping Youth Navigate Neighborhood Change |
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401 | (6) |
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Index |
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407 | |
Janet Loebach is an environmental design researcher and consultant hailing from Ontario, Canada. She is currently an Assistant Professor in the Department of Design and Environmental Analysis (http://dea.human.cornell.edu/) at Cornell University. She received a Master of Environmental Design from the School of Architecture and Planning at Dalhousie University, and a PhD in Childrens, Urban, and Health Geographies from the Department of Geography at Western University. She is a registered Professional Civil Engineer (Ontario) and the Principal Consultant for Thrive Design Consulting. Her research and practice focuses on childrens perception and use of their everyday environments, and the socio-environmental factors which influence childrens behavior and well-being. Other areas of expertise include assessment and design of natural and built play and learning environments for children. She also has extensive experience with participatory, child-led and community-based design and planning processes. She currently serves as Vice President of the International Play Association (Canada) and as Co-Chair of the Children, Youth & Environments Network of the Environmental Design Research Association (EDRA).
Sarah Little is a registered landscape architect and an Assistant Professor of Landscape Architecture at the University of Oklahoma. She holds an MLA and a PhD in Design, both from North Carolina State University. Her professional practice primarily consisted of high-end residential landscapes; childrens environments at museums, nature centers, parks, and schools; and park master plans with an emphasis on community participation and environmental justice. After almost 12 years of practicing as a landscape architect, she decided to shift her focus toward research and pursue a PhD. As a researcher, she works to understand the influence of the physical environment on human behavior and development. Her current research interests involve childrens autonomous exploration of the physical environment, accommodating children living with disabilities in the play environment, and Behavior Mapping. As a landscape architect and researcher, she works to disseminate research for fellow design practitioners to facilitate evidence-based design.
Adina Cox is a postdoctoral scholar in the Landscape Architecture Department at the University of Kentucky. She holds a PhD in Design and an MNR in Natural Resources/GIS from North Carolina State University, and a BS in Landscape Architecture from Cal Poly Pomona. Her research interests include youths active transportation, childrens outdoor play environments, and the humannature relationship. She is passionate about social and environmental justice in design. Her work has been inspired by her childhood spent in the redwood forests of northern California, and by her experiences raising her own children in North Carolina.
Patsy Eubanks Owens is a Professor of Landscape Architecture at the University of California, Davis. She holds an MLA from UC Berkeley and a BLA from the University of Georgia. After observing teenagers hanging out on Shattuck Avenue in downtown Berkeley as a graduate student, she sought information on adolescents' place preferences and activities to inform her design decisions. Finding limited research, she focused her thesis and an NEA-funded project on the Venues and Values of Teenagers. More than 30 years later, she continues to examine the role of the physical environment in the development, health, and well-being of youth. She has conducted research with youth in urban, suburban, and rural settings. Her work includes youth-led research and design projects, and topics such as youth exclusion, skateboarding, and the role of nature.