Browsing AESOP Annual Congresses by Author "Avellini, Elisa"
Now showing 1 - 2 of 2
Results Per Page
Item Open AccessInvisible projects: imagined nearness as a tool to explore long-term transitions of landscape/heritage. The case of the river Tiber in Rome(AESOP, 2019) Avellini, ElisaHow to deal with landscapes (and heritage) whose transformation has only been imagined by built environment disciplines for more than a century? How can long-term transitions of landscapes/heritage be explored to better understand a territory? This paper focuses on invisible projects: imagined transformations that have been developed for the Tiber riverbanks, in the historic centre of the city of Rome. The “massive change” determined by the construction of the riverbanks, at the end of the Nineteenth century, is here taken as a starting point for a process of long-term transition for the landscape/heritage of the Tiber, in its relationship with Rome historic centre. Such a change has physically modified the perception of the river in the city, with the construction of two embankment walls along the river. Because of this change, planners and designers have had difficulties in rethinking a role for the Tiber riverbanks. This can be linked to a lack of effective analytical tools to address the (sometimes invisible) existing dynamics that occur in and towards the area. The concept of nearness will be introduced to investigate a number of narratives, representations and collective memories partaking on the construction of positions/points of view of who practices a place. Item Open AccessResearching schools vs. researching with schools. An urban research laboratory experience in an Italian high school(AESOP, 2019) Aliberti, Francesco; Avellini, ElisaWe have tried to develop an innovative way to approach educational practice to promote synergies between school teaching, academic research and society. Through a transdisciplinary approach we have tried to prepare high school students to the challenges of researching, thinking and therefore planning about their own territory. This experience was conducted with a group 23 teenagers from a high school in the periphery of Rome, elaborating an original project of work-based learning inside the school. As tutors of their work, we tried to guide the students divided in five research groups, each one with a specific focus related to the territory where their school is located to the creation of a research project. Students were introduced to different tools with the aim of creating an interdisciplinary methodology, like interviews, focus groups, production of emic maps. Besides the nonetheless interesting results of all the research projects carried on by the five groups, what the participants learned has been a more complex way to reflect and argue upon urban territory, trying to manage change. In our view, this approach to deutero-learning can be seen as a way to give future citizens the tools to imagine and design the future of cities.