disP - year 2020

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https://hdl.handle.net/20.500.14235/2856

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    AESOP Memories
    (Routledge : Taylor and Francis Group, 2020) Matoga, Agnes
    The article “AESOP Memories” by Agnes Matoga introduces a project initiated by the AESOP Young Academics Network (YAN) with the aim of preserving and sharing the history of the Association of European Schools of Planning (AESOP). This initiative focuses on collecting and presenting personal memories, stories, and artefacts from AESOP members through oral history interviews, under the guidance of a dedicated Advisory Board. The project is driven by the desire to: Highlight AESOP’s rich history, beginning with its foundation in 1987 by Klaus Kunzmann and others. Foster intergenerational dialogue between founding members and young academics. Digitally archive both stories and physical memorabilia (e.g., notes, posters). Increase transparency, foster community reflection, and support institutional memory. Key elements of the project include: Voluntary participation from interviewees and interviewers. Development of an interview guide to ensure quality and consistency. Establishment of an AESOP Memories Advisory Board for training and oversight. An ongoing, open-ended timeline with plans to publish select stories in disP – The Planning Review and on the AESOP website using interactive media. The article emphasizes the methodological importance of oral history—not merely recording what is said, but understanding how and why stories are told. The project embodies a collective effort to honor AESOP’s legacy and ensure that its evolution is documented for future generations.
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    Enhancing Quality in Planning Education Across Europe: Towards an Ethos of Sharing and Mutual Learning in AESOP Quality Recognition
    (Routledge : Taylor and Francis Group, 2020) Galland, Daniel; Chettiparamb, Angelique
    This article offers a reflective analysis of the AESOP Quality Recognition (QR) Programme, with a focus on its values, evolution, and potential to reshape how planning education is evaluated across Europe. The authors argue for an ethos of sharing, mutual learning, and academic solidarity, contrasting this model with traditional, competitive accreditation frameworks. The AESOP QR programme is presented as a collaborative, peer-based initiative that supports schools in articulating their own educational identity, while simultaneously encouraging a broader conversation about quality in planning education. Key points: The programme is non-hierarchical and voluntary, emphasizing improvement and reflection over assessment and ranking. It embraces the plurality and diversity of European planning cultures, resisting the pressures of homogenization. The authors call for a deeper integration of relational values (e.g. trust, mutual respect, shared knowledge) into how we define and pursue "quality" in higher education. There is also a broader critique of the marketization of academia, advocating instead for a networked community of educators who learn with and from each other. The article concludes by envisioning AESOP QR not as a finished product, but as an evolving practice — one that embodies the collective spirit of academic co-production and supports the long-term sustainability of planning education in Europe.