Year 05 - Thesis

by Promoting the Sustainable development of the klong toey community through participatory Practices A Case Study in an urban slum of Bangkok

x

Sirisan Nivatvongs

Final Model of workshop (Photo: author)

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The Empowerment of generation z

by Promoting the Sustainable development of the klong toey community through participatory Practices A Case Study in an urban slum of Bangkok

Sirisan Nivatvongs Thesis Tutor: Simon Carter Masters Thesis for the Bartlett School of Architecture, UCL

(Cover Image: Author)

Word Count: 8983

Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices

4

A Case Study in an urban slum of Bangkok

ABSTRACT:

Generation Z refers to the group of people born after the Millennial Generation. They are considered to be socially responsible because of greater access to information technology.

As a result they are more aware of ecological issues and are more likely to take a “pro-active” stance towards the environment. A survey of nearly 50,000 teenagers from around the world today reveals that “74% of teens believe that global warming is a serious problem and are more concerned about it than any other issue including drugs, violence or war” (Greenpeace, 2007).

And now that countries all over the world have signed the UN Convention on the Right of the Child, extraordinary changes have been made in rethinking the extent in which children have the right and responsibility to be involved in shaping their own future and the future of their communities. Still on a worldwide scale, children are usually not taken into account in the decision making process; leaving behind an unsustainable legacy in both short and long terms. The need to create a child participation-friendly culture in Thai society is becoming a growing question.

The purpose of this paper is to focus on the social vulnerability of Klong Toey’s Generation Z and to consider the possibilities of self-empowerment by the cultivation of genuine skills through participatory workshops. This activity builds on a well-established body of research and practice that suggests that urban environments are best planned with the direct participation of children (Hart, 1997). The Thesis focused on Klong Toey Community, a crowded and socially segregated area of Bangkok, and with the co-operation of ‘HDF Mercy Centre’, has carried out a two-day workshop for school children of varying ages on the topic of “environmental education”. This investigation has provided valuable research information for the main design project and led to further reflections upon the connection between environmental education, child participation in design and sustainable development. It is my hope that through a more meaningful participation, “critical aspect of childhood can be renewed, including children’s access and reshaping of the built environment” (Gaster, 1991; Perez and Hart, 1980).

Key Words: Child Participation, Social Inclusion, Sustainable Development, Informal Learning, Environmental Education, Multi-generational Learning

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Gen Z

Environmental Education

Informal Learning

Partipatory Workshop

Multigenerational Learning

Acquiring new skills Empowerment

Sustainable Development of Klong Toey through participation

The scope of the thesis can be summed up in the following trajectory.

Fig. 1 Summary of the scope of the thesis (Image: Author)

Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices

6

A Case Study in an urban slum of Bangkok

Forward This project is carried out as a Master Thesis at the Bartlett School of Architecture, UCL. The theme of the project is the promotion of sustainable development through participatory and child friendly practices, and to consider the possibilities of empowerment through the cultivation of genuine skills. The results of which will provide valuable information to further develop the main design project, a restorative community infrastructure providing education, social nodes and afterschool facilities to the population of Klong Toey.

The project has been carried out with the assistance of a few professionals. In that regard I would like to thank HDF Mercy Centre for the opportunity to implement the workshop in Bangkok, with special thanks to Khun Pornthip, Khun Wannee and Mercy Volunteers for supervising the activities. And finally I would like to thank my thesis tutor, Simon Carter for his oversight throughout the development of this thesis and also my design tutors for their unconditional support.

Source Criticism Information concerning the informal city is limited and largely based on estimations, site observations and local resources. Due to lack a of information, presumptions and calculations based on the estimated number of inhabitants in Klong Toey slum were made (Fig. 1).

Additionally, there were no complete maps for the area. The map presented in the report is drawn based on Google Earth, information provided by the Planning Department and the local NGOs.

Ethics The studies were carried out under the accepted ethical standards as prescribed by the UCL Research Ethics Committee with appropriate measures towards the issue of informed consent, confidentiality/ anonymity and avoiding harm. The study method were approved by the project co-ordinator of HDF Mercy Centre. The organisation of the workshop was arranged by the MDF Mercy Centre, in which all participants freely volunteered to take part.

The activities were supervised at all times by an HDF volunteer and the project-coordinator.

The project co-ordinators can be contacted by email at: prawina@mercycentre.org wannee@mercycentre.org

For further information on UCL Ethics, please see.

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Bangkok

formal city

informal city

Data

Mixed data/ lack of data

Government

future formal development

NGOs Un-habitat world bank ? ?

future informal development

future developements

Fig. 2 Common development situation in the world’s megacities (Image: Author)

Fig. 3 The UN Convention on the Rights of the Child (Source: Unicef website)

Article 3

Article 2 All children have these rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is, whether they are a boy or girl, what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis.

Article 1 Everyone under 18 has these rights.

Article 30 You have the right to practice your own culture,

Article 29 Your education should help you use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people.

Article 16 You have the right to privacy.

Article 17 You have the right to get information that is important to your well-being, from radio, newspaper, books, computers and other sources.

Adults should make sure that the information

Article 28 You have the right to a good quality education.

You should be encouraged to go to school to the highest level you can.

Article 15 You have the right to choose your own friends and join or set up groups, as long as it isn't harmful to others.

exercise your rights.

Article 42 You have the right to know your rights!

Adults should know about these rights and

Article 41 If the laws of your country provide better protection of your rights than the articles in this Convention, those laws should apply.

Article 40 You have the right to legal help and fair treatment in the justice system that respects your rights.

grow, you have more responsibility to make choices and

what is critical to life and protection from harm. As you

terms of what is the best for children in a situation, and

important. Sometimes, we have to think about rights in

rights are connected to each other, and all are equally

Almost every country has agreed to these rights. All the

ed in the UN Convention on the Rights of the Child.

do. All children have the same rights. These rights are list-

“Rights" are things every child should have or be able to

UN Convention on the Rights of the Child In Child Friendly Language

Article 14 You have the right to choose your own religion and beliefs. Your parents should help you decide what is right and wrong, and what is best for you.

Article 13 You have the right to find out things and share what you think with others, by talking, drawing, writing or in any other way unless it harms or offends other people.

Article 12 You have the right to give your opinion, and for adults to listen and take it seriously.

Article 11 You have the right to be protected from kidnapping.

Article 10 If you live in a different country than your parents do, you have the right to be together in the same place.

Article 9 You have the right to live with your parent(s), unless it is bad for you. You have the right to live with a family who cares for you.

Article 8 You have the right to an identity – an official record of who you are. No one should take this away from you.

Article 7 You have the right to a name, and this should be officially recognized by the government. You have the right to a nationality (to belong to a country).

Article 6 You have the right to be alive.

Article 5 Your family has the responsibility to help you learn to exercise your rights, and to ensure that your rights are protected.

Article 4 The government has a responsibility to make sure your rights are protected. They must help your family to protect your rights and create an environment where you can grow and reach your potential.

Article 3 All adults should do what is best for you. When adults make decisions, they should think about how their decisions will affect children.

are rich or poor. No child should be treated unfairly on any basis.

Article 27 You have the right to food, clothing, a safe place to live and to have your basic needs met.

You should not be disadvantaged so that you can't do many of the things other kids can do.

Article 26 You have the right to help from the government if you are poor or in need.

Article 25 If you live in care or in other situations away from home, you have the right to have these living arrangements looked at regularly to see if they are the most appropriate.

Article 24 You have the right to the best health care possible, safe water to drink, nutritious food, a clean and safe environment, and information to help you stay well.

Article 23 You have the right to special education and care if you have a disability, as well as all the rights in this Convention, so that you can live a full life.

Article 22 You have the right to special protection and help if you are a refugee (if you have been forced to leave your home and live in another country), as well as all the rights in this Convention.

Article 21 You have the right to care and protection if you are adopted or in foster care.

Article 20 You have the right to special care and help if you cannot live with your parents.

Article 19 You have the right to be protected from being hurt and mistreated, in body or mind.

Article 18 You have the right to be raised by your parent(s) if possible.

important to your well-being, from radio, newspaper, books, computers and other sources.

Adults should make sure that the information you are getting is not harmful, and help you find and understand the information you need.

Article 39 You have the right to help if you've been hurt, neglected or badly treated.

Article 38 You have the right to protection and freedom from war. Children under 15 cannot be forced to go into the army or take part in war.

Article 37 No one is allowed to punish you in a cruel or harmful way.

Article 36 You have the right to protection from any kind of exploitation (being taken advantage of).

Article 34 You have the right to be free from sexual abuse.Article 35No one is allowed to kidnap or sell you.

Article 33 You have the right to protection from harmful drugs and from the drug trade.

Article 32 You have the right to protection from work that harms you, and is bad for your health and education. If you work, you have the right to be safe and paid fairly.

Article 31 You have the right to play and rest.

Article 30 You have the right to practice your own culture, language and religion - or any you choose.

Minority and indigenous groups need special protection of this right.

ment and respect other people.

Articles 43 to 54 These articles explain how governments and international organizations like UNICEF will work to ensure children are protected with their rights.

Article 42 You have the right to know your rights!

Adults should know about these rights and help you learn about them, too.

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Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices A Case Study in an urban slum of Bangkok

List of Contents

Introduction

- Bangkok & Slum backgrounds - Implications for Children - Structure of thesis

Chapter 1 Action Research

- Neighbourhood and Context - Walk, Listen and Learn - Summary

Chapter 2.0 Literature Review - Different Approaches to Child Participation

- Seven Realms for Child Participation in Design - Theoretical Framework

Chapter 2.1 Case Studies - Analytical Framework

- Joinedupdesign for MyPlace

- Baan Mankong Programme

- Evacuation Drill Workshop Chapter 3 Methodology

13 15 22 25 29 30 32 42 45 46 51 53 54 56 58 60

- Workshop Objectives - Schedule & Contents - Activities 1- 5

63 64 66 70

Chapter 4 Workshop in Practice - Day 1 (Activities 1-4)

- Day 2 (Activities 5)

81 82 106

Chapter 5 Summary, Feedback & Conclusion

- Summary - Feedback - Conclusion

Bibliography

127 128 130 133 136

1

Background research began in early Feburary, where information was collected from online resources, official reports and articles. Following this outreach was made to the local NGOs to determine whether a workshop with local children would be possible.

Background research

-9 Feb

Conventional research - NGO reports - Articles - Online resources

2

Outreach - Email - Skype interviews

Workshop Methodology

literature reviews

Professional consultation

Case studies

workshop activities

4 Apr

action research

- Line up game - Idea generation - Differentiation - Cute Animal Masks - Model Making

Workshop Preparation

3

Workshop implementation

7-8 Apr 4

Meanwhile, research on the prior approaches to children’s participation and various case studies were being considered in order to establish the suitable structure for the workshop.

Data

- Site walk - Documenting - Interacting with subjects - Street hierarchy - Mixed use social nodes - Housing - Infrastructure (Drainage systems) (Waste management) (Water supply) All previous research and site data collected during site survey were then applied to the workshop preparation process.

Feedback & further discussion

10 Apr 5

Evaluation & Conclusion

12Apr Fig. 4 Timeline and methods of research (Diagram: Author)

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Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices A Case Study in an urban slum of Bangkok

An abandoned train track of Klong Toey slum (Photo: Author)

Aims of this Chapter - To explore ties between urbanism and poverty - To provide historical background on slums in Bangkok - To discuss the implications poverty has on generation Z in Klong Toey slum - To provide the reasons as to why empowerment is needed -

Abandoned train tracks on the boarders of the slum (Photo: author)

“Some of the world’s largest cities... such as Bangkok, have over 10 million people and between one third and one-half of them live in slums” (UN-Habitat, 2007)

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Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices A Case Study in an urban slum of Bangkok

Bangkok, the megacity “Megacities and urban agglomerations are complex and dynamic systems that reproduce the interaction between socio-economic and environmental processes at a local and global scale” (Kötter 2004).

Pollution

Violence

Poverty

Density

Fig. 5 Key environmetnal issues facing Bangkok (Image: Author)

“Asia, which is home to 80% of humanity, is also urbanising and currently 36 % of Asians live in cities. Some of the world’s largest cities, such as Mumbai, Calcutta and Bangkok, have over 10 million people and between one third and one-half of them live in slums.” (UN-Habitat, 2007)

The Megacity

Bangkok and its metropolitan areas have a population of over 10 million, and is considered a ‘megacity’ by the Asian Development Bank . In the discussion of the pros and cons of a megacity, the ADB states that megacities “generate a higher-than-average proportion of the nation’s output of goods and services”; are centres of “innovation in science, arts and lifestyle”; contains many of the “cultural assets” of the country; and offer the “best opportunities for people to lead full and satisfying lives”. Yet, they continuously suffer from environmental pollution, supply shortages, and the proliferation of slum, crime and social alienation (ADB, 1997).

Fig. 6 “This graphic depicts countries and territories with urban populations exceeding 100,000. Circles are scaled in proportion to the urban population size. Numbers within the circles show urban population (in millions) and urban percentage of the countries population�. (Source: UNDESA, 2011)

...over one billion people live in slums worldwide, and are expected to increase by 140% in the next 10 years. (UN-Habitat, 2009)

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Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices A Case Study in an urban slum of Bangkok

Fig. 7a Thailand’s urban population against other Southeast Asian Countries in 2014 (Source: UN, 2014)

Fig. 7b A comparison of the urban and rural population in Thailand (Source: UN, 2014)

Fig. 7c Thailand’s urban population growth rates against other Southeast Asian Countries (Source: UN, 2014)

Figure 7b shows that the percentage of urban against rural population is 45% / 55% respectively, this is projected to change to 30% / 70% in 2050 (UN, 2014). Bangkok attracts migrants and the rural poor in their search for job and access to necessities such as healthcare, schooling, and travel infrastructure in large numbers. When poor families first move into a city, some live in slums or squatter settlements because they cannot afford other housing. This proliferation of poverty moving to cities, is recognised as the “urbanization of poverty” (UN-Habitat, 2007).

Figure 7c shows that Thailand experiences relatively low urbanization rate compared to the rest of the world (UN, 2014). Compared to the world average of 32%, the annual population growth rates for Bangkok vary (between sources) from 3.6% (Bolay, 2006) to 1.9% (UN, 2014). This lower rate of urbanization may relate to a decrease in the number of slums in Bangkok in recent years.

Compared to other developing cities, Bangkok has a relatively low 16-20% of its population living in slums. Furthermore in the past decade, Government agencies and NGOs have successfully initiated self-built home and relocation programs and also to help members of the slum to escape poverty by providing educational and job training support. One of which will be used as a case study in this paper.

Urbanization of Poverty

The UN-Habitat (2007) states that the absolute number of poor and undernourished in urban areas and the share of urban areas in overall poverty and malnutrition is on the increase. In the case of Bangkok, while researchers may differ in their estimations of the exact level of urban poverty, there appears to be an emerging consensus that widening income disparities since the mid-1980s have resulted in an increase in the incidence of poverty within the city (Kaothien et al., 1994; Setchell, 1995).

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Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices A Case Study in an urban slum of Bangkok

Slums: The 5 Deprivations (Unicef, 2012) The United Nations Human Settlements Programme (UN-Habitat) defines a slum household as one that lacks one or more of the following:

Access to improved water An adequate quantity of water that is affordable and available without excessive physical effort and time.

Access to improved sanitation Access to an excreta disposal system, either in the form of a private toilet or a public toilet shared with a reasonable number of people.

Security of tenure Evidence or documentation that can be used as proof of secure tenure status or for protection from forced evictions.

Sufficient living area Not more than three people sharing the same room

Durability of housing Permanent and adequate structure in a non-hazardous location, protecting its inhabitants from the extremes of climatic conditions such as rain, heat, cold or humidity.

Fig. 8 A Khlong Toey slum community by the river, comprising houses and flats. Skyscrapers in Bangkok financial district in the background. (Source: Mahony, 2010)

“...an alternative to previous eviction and displacement approaches, focusing instead on physical infrastructural improvements to streets, drainage systems and water supplies”.

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Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices A Case Study in an urban slum of Bangkok

In the late 1950s, Bangkok was restructured, under US planning guidance, which involved selling more lands to private investors and turning canals into roads. Because slums are usually located close to a water source such as canals; this indecent led to the demolition and forced evictions of many slum communities. By 1968 around fifty slums had been established in Bangkok. During this decade, the Slum Improvement Office was created by the City Authorities, who saw slums as a nuisance, an impediment to modernisation. They proceeded to demolish even more dwellings, evicting the residents and selling their lands to private investors, prompting the evicted families to relocate to other slums.

Finally in the 1970s, the government sought to find a more agreeable solution to Bangkok’s slum problem than eviction and demolition. During this decade the government embarked upon several social projects; such as ‘The Resettlement scheme’, which saw slum families relocated to housing projects on the outskirts of the city where few work opportunities were available; and ‘The National Housing Authority’ (NHA), in partner with the World Bank fund, provided new low-cost housing for the urban poor. However the program relied too much from subsidies from the central government which were gradually cut down until financial support stopped altogether, meaning that severe limitations were placed on the capacity of the NHA to deliver on its mandate.

In 1977 the first policy for slum upgrading was developed, known as the ‘National Slum Upgrading Programme’. It was intended as an alternative to previous demolition/ eviction and displacement approaches, focusing instead on physical infrastructural improvements to streets, drainage systems and water supplies.

Thailand reached the height of its economic boom in the 1980s. The conditions of the urban poor in Bangkok deteriorated during this time, despite the efforts from the national programmes.

Further restructuring of the city, this time under the German planning guidance, created motorways to ease traffic congestion problems, leading to massive evictions of slum dwellers to make way for transport links. And by 1985 almost 1000 slum settlements had been identified in Bangkok. Support in favour of reform grew on the part of NGOs, slum residents and left-wing scholars, however, their civil society activities were fragmented and strained to cope with the scope of slum dweller’s needs.

Brief History of Slum

The first slums in Thailand emerged in Bangkok in the 1950s. In 1954 the Thai government put forward the Land Ownership Act, which required people to register the land they were living on in order to declare ownership of it. Those of whom were unaware, or did not understand its full implications, did not take part in the registration procedures. As a result, unregistered land became the property of the government; residents became ‘illegal trespassers’ and were evicted.

Private investors eventually bought the land at very low prices and built their factories on it.

Migrants who came looking for work in the factories built temporary accommodation nearby, and gradually, as existing factories expanded, these informal clusters of make-shift housing grew and became ‘slums’.

M M M T M

M

M

M

S

S

Location of Bangkok

M

S M

Dusit ROYAL RESIDENCE

S

T

S

Rattanakosin HISTORICAL CENTRE

M T

S

Yowarat T CHINATOWN

SiamS COMMERCIALSCENTRE S

M

S

Sukhumvit S PRIME ENTERTAINMENT AREA

M M

S

S

S S M

S M

T

M

Silom S FINANCIAL DISTRICT

M

S

M

S S

Klong Toey LARGEST SLUM AREA

Fig. 9 Map of Bangkok, showing general location of Klong Toey (Image: Author)

S

Sky Train

M

Underground Metro

T

Train

Future Infrastructural development

S

Childcare eventually became the major issue in which NGOs were forced to contend...

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Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices A Case Study in an urban slum of Bangkok

Brief History of Slum

The 1990s saw major collaborative efforts between the Bangkok Metropolitan Authority (BMA), the NHA and the Urban Community Development Office in order to find a sustainable solution to urban poverty. In 2003 the government, through the NHA launched two nationwide projects in response to the ‘slum problem’. The first of these was the ‘Baan Ua Arhtorn Programme’, which operated with a mandate to design and build low-cost flats at subsidised rates, and the other was the ‘Baan Mankong Programme’, which focused on the physical upgrading slum settlements through participatory approach (see chapter 3: case study).

Despite these positive policies, many settlements are still marked for relocation. During my ‘action research’ (see chapter 1), I was told that one of the communities were in the process of being demolished to make way for a shopping centre. Furthermore, settlements within illegal areas had substandard infrastructure, and very poor local facilities. And currently, no formal plan has been considered to improve the built environment of Klong Toey.

In summary, over the past six decades, as the Thai economy grew, so did socio-economic inequality and the number of the urban poor. Slums continue to provide, much needed accommodation for those at the bottom of the socio-economic platform. At the same time, official measures have shifted from forced eviction to relocations and currently to new, low-cost housing provision and upgrading.

The research for this paper is based in Klong Toey slum, where due to the previous success stories of development through education (DPF, 2012), it was thought more suitable to provide research results, relative to other urban slums. For this paper, I focused on the promotion of environmental education, specifically to those most liable to suffer its negative consequences, both in terms their threshold for damage and the constraints that such hazards place on their freedom within their surroundings. It was done in order to examine, through participation, the possibilities of empowering the participants whilst allowing them to cultivate new skills.

Klong Toey Slum

Klong Toey began in the late 1930s, as Thailand’s first sea cargo port (Fig. 9). Port workers built their homes on a vacant area of swamp land close to the dockyards, and over time grew into the largest concentrated area of poor people in the country. As mentioned previously, the early 1970s saw an increase of evictions and relocation schemes for the slum. Concomitantly, this period saw the growth in political powers of Klong Toey NGOs and this, combined with renewed government commitments in upgrading policies in 1977, meant that service provision and physical infrastructure in some areas upgraded: streets, water, electricity services were improved and a state school was erected. However, throughout the 1980s and 1990s new social problems emerged such as; drug use, gang warfare, gambling. HIV and the institutionalisation of children and youths into orphanages increased as families struggled to cope with the toils of urban poverty and lack of available childcare. Childcare eventually became the major issue in which NGOs were forced to contend. Meanwhile, old social issues persisted; illegal tenure statuses, evictions, flooding and house fires continue to this day.

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Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices

Clearly action at the national and international levels is critical in addressing the roots of poverty and social exclusion. However everyday at a local level, decisions are taken that have significant implications for children, not only in fundamental areas such as “education, health and welfare, but also in areas not so commonly associated with children, such as land use planning and management, water and sanitation” (Bartlett et al., 1999, p6). If cities are to be a friendlier, safer place for children, we must consider the overarching impact that these decisions have on children’s everyday lives and their long term welfare.

Sustainable Development

To create cities that are supportive for children calls in many cases for new institutional structures for ensuring that the voices of children are not taken for granted. Such is the agenda adopted by the ‘Convention on the Rights of the Child’ (fig. 3), an international human rights treaty signed by 140 countries to address the concerns of children on every level. In this paper, the Convention is used as a starting point to define certain obligations, goals and strategies for empowering urban poor children. An agenda that endorses the Convention will also comply with the goals of sustainable development.

In modern society economical development and human rights are usually two conflicting issuesfor instance, over resources, over wages and working conditions. “A concern with social justice and equality is not compatible with a single-minded reliance on market forces” (Bartlett et al., 1999, p16). In this context, children’s rights are no exception. The principles of sustainable development promotes these seemingly incompatible ideas, for they demand the symbiosis of social, economic and environmental goals, by requiring that we “meet the needs of the present generation without compromising the ability of future generations to meet their own needs” (World Commission, 1987, p27). It is my argument that the sustainable development of Klong Toey can be possible when children are provided with the right attitudes, skills and tools to enable them to be proactive in bettering their environment.

Empowerment

Implications for children

A Case Study in an urban slum of Bangkok

“The well-being of children is a significant indicator of a healthy society” (Bartlett et al, 1999, p93)

Henceforth those who are in a position to empower others with the help of foreign society will be referred to as ‘residents’ and those on the receiving end of empowerment will be referred to as ‘participants’. In this case, the ‘socially vulnerable population’ of Klong Toey refers to the ‘participants’; the children who participated in the workshop. Below is a diagram of the proposed empowerment of Klong Toey.

1 2

1. Foreign Society 2. Residents

3

3. Participants

1+2

3

Fig. 10 Diagram of empowerment (Diagram: Author)

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1. Sikkha Asia Foundation - Focuses on literacy in children (Source: Sikkha website)

2. Bangkok Vocational School - Trains young people for jobs (Source: unescobkk website)

Actors and NGOs

Workshop conducted with...

3. Mercy Centre - Kindergarden and Orphanage for HIV+ children (Source: HDF website)

4. Muban Pattana School - K6 School (Source: MPS Facebook)

5. Duang Prateep Foundation - Social Services and Human Development (Source: DPF website)

Fig. 11 Local and Governmental Foundations in Klong Toey (Source: n/a)

Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices A Case Study in an urban slum of Bangkok

24

“...through a more meaningful participation, critical aspect of childhood can be renewed, including children’s access and reshaping of the built environment (Gaster, 1991)”

25

Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices A Case Study in an urban slum of Bangkok

Structure of thesis In Chapter 1, ‘action research’ is conducted to identify the environmental problems within the slum. The methodology combines conventional approaches of research with site explorations and interviews. The resulting data is then extrapolated to be used as the themes of the workshop.

Chapter 2 focuses on past research regarding children’s participation in design and planning.

Whereby reviewing Francis & Lorenzo’s 7 realms of children participation and analysing relevant case studies, a suitable methodology for the workshop is proposed.

Building upon the body of research presented in Chapters 1 and 2, Chapter 3 will describe the methodology to be implemented in the 2 day workshop with HDF Mercy Centre. The goals and objectives of the workshop is discussed, followed by a description of background information and the preparation process. Finally the 5 activities will be presented in the form of pop-up illustrations.

Chapter 4 focuses on the documentation of the workshop in practice. The amassed data for each activity is summarised and the outcomes assessed against its’ objectives.

In Chapter 5 the final summary of the workshop is described, followed by a summary of the feedback received from the workshop participants. The conclusion of the paper will revisit the goals previously set in Chapter 3, and discussed with respect to each objective; how the quality of participation can be improved and what levels of participation were achieved.

One of the participants showing off her animal mask (Photo: author)

Effects of Poverty and Slum Life on School Children “Approximately 50% of children will attend kindergarten, and about 98% of children will attend local primary schools. However, fewer than 17% of children will carry on into secondary schools, even though it is compulsory for children in Thailand to attend secondary school for at least 3 years. One reason this is that they may not be able to afford public school, since there are extra costs for uniforms, books, supplies ect.

Parents expect their children to contribute to the family as soon as they hit an age where they can physically work, starting as early as age six or seven, sometimes even younger. Because these children are too young and lack basic skills for an official occupation, some will beg and sell goods on the streets. Approximately 80% of children around the age of nine drop out of school in order to begin working to help support their family� .

(Interviewing Khun Supakitti, Duang Prateap Foundation, 28/02/15)

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HDF Mercy Grounds (Photo: Author)

29

Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices A Case Study in an urban slum of Bangkok

The teacher who assisted me in the workshop class (left), myself (centre) and the project co-ordinator (Photo: Intern)

action Research Aims of this Chapter - To provide background information about Klong Toey - To investigate particular problems in the community - To identify the themes surrounding the workshop -

Legends to differentiate methodologies - Conventional Literature Review, online sources - Outreach to NGOs - Site Exploration and Surveys - Interviewed Sources

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Empowerment of generation z

by Promoting the Sustainable development of klong toey community through participatory practices A Case Study in an urban slum of Bangkok

Uncertain Futures

Glue Sniffing

Trans/prostitute

Lack of Education

Fig. 12 Some key social issues facing Generation Z of Klong Toey (Image: Author)

Neighbourhood and context Klong Toey is currently the oldest and largest area of informal dwelling in Bangkok with over 100,000 residents. The Neighbourhood consists of eight monotonous area largely consisting of light industry, middleclass housing and the illegal settlement communities. The slum is located in Central Bangkok along the Chao Phraya River on approximately 1.5 km2 of land owned by the Port Authority of Thailand.

Fig. 13 Abandoned train track on the boarder of Klong Toey (Photo: Author)

Fig. 14 Conditions inside Lok 1-3 (Photo: Author)

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8

3

2

4

9 6

1

7 5

Chao

Phray a Rive

r

Fig. 15 Map showing the communities and typologies in Klong Toey Slum (Image: Author) 1. NGO’s and School 4. Lok 4-6 7. Lok 11-18 2. PAT Shop Houses 5. Rai 70 8. Lock 1-10 3. Lok 1-3 6. Block 19-22 9. Rom Klao and Hua Khlong

Physical Barriers Trail Path

Communities and Typologies Fig. 5 shows different communities in Klong Toey slum and the trail I took during my action research. A brief description of the areas concerned are described below: 1

NGO and School District - Several NGOs have their premises in the area, working locally, nationally and internationally. Two primary schools, one vocational school and several daycares centres are located here, serving the Neighbourhood and its adjacent residential areas.

3

Lok 1-3 is settled on illegal land. The community is characterised by narrow walkways and 1-2 storey settlements, from ramshackle shacks to newer houses. There are very few local facilities and the standard is unsatisfying.

4

Lok 4-6 is also settled on illegal land, sharing similar characteristics as Lok 1-3. It has direct access to Kheha Phatthana Road running through the community, connecting with Narong Road. It also has a community centre providing both indoor and outdoor leisure spaces.

5

70 Rai is located on legal land. It was built for the evicted residents of Lok 10-12 with a 20 year leasehold agreement on the land (Askew 2002, p157). With financial support from the government, the community stands out as the most developed in terms of infrastructure and local facilities.

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Walk, Listen and learn

Start

Problem identification

evaluation and reflection

action

successful end of project

analysis planning

further planning or new problem identification

Fig. 16 Action Research Methodology (Source: Hart, 1997, p92)

X

The following research involved myself and the project co-ordinator of HDF Mercy.

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A Case Study in an urban slum of Bangkok

Local facilities The facilities in the community consist of places facilitating daily life, such as health centres, schools, kindergardens and small shops. An array of shops, are found on the main street. Internet cafés providing ‘pay and play‘ activities such as pool and video games are popular amongst the teens. Smaller local shops spread through different communities, selling every from soda and snacks, to toys and hadicraft.

The larger part of these facilities are run by the local NGOs, and are converged within their premises. There is a shortage of schools and kindergartens in the area, which provide the majority d e f of social spaces for children.

g

Each community have their own community centre, typically used for markets, sport activities and special events.

c

d

e

d2

b

Fig. 17a

c4

Kids playing games in a gaming centre. A sign on the door reads, “Below 15, 14:00 - 20:00 pm“, “15-18 y.o., 14:00 - 22:00“.

Fig. 17b

Teens playing online games in a Internet cafés.

According to Khun Pornthip, some of them go there only to sit in an air-conditioned room.

f

e

g

f

h

G3

35

d

e

g

f

Fig. 17c

h

Fig. 17d

f3

A local goods store (left) and street vendor (right).

Fig. 17e

e5

A local sports facility open to all users of all ages.

The space also includes a small playground and a community church.

Fig. 17f

Fig. 17 (a-f) (Photo: Author)

A market area in Rai 70 community.

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Empowerment of generation z

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Child friendly spaces There is a serious lack of designated spaces for children in the community. The only avaliable spaces a for play are small unmaintainedb playgrounds, and sports courts. cMoreover fences enclose the majority of these facilities connected to the existing schools and kindergartens, leaving them unreachable to the public, or children during after school hours. According to Khun Pornthip this was done for security reasons, based on serious problems of kidnapping.

d

1

c

d

e

g

f

b2

2

Fig. 18a

Fig. 18b

The area under the highway is a common space in which kids play together. The condition there is very polluted and full of harmful debris.

3

d4

4

Fig. 18c

No bicycle lanes avaliable for kids to ride their bike, exposing them to dangers from traffic.

5

g

f

f

g

h

f3

e

h

Fig. 18d

f4

Lack of play spaces forces children to play on the street in their neighbourhoods. These children in Lok 4 -6 were playing marbles next to a water pipe.

Fig. 18e

f5

A large sports court owned by the local government authorities. The court is avaliable for children to play inside at anytime. It was closed during my visit, in preparation of the upcoming Thai New Year celebration.

Fig. 18f

Fig. 18 (a-f) (Photo: Author)

The designated sports court of Rai 70, adjacent to a small playground with very run-down play equipments.

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Empowerment of generation z

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Sanitation & Drainage The informal areas are connected to an external water supply network. Water pipes run alongside the pathways connected to each house through PVC pipes. Most of the grey wastewater is poured directly into the groundwater since the drainage infrastructure is far from adequate. The two storm water canals in the community are unable to cope in times of heavy rain. Moreover floating garbage exacerbates the problem. Settlements on legal land like 70 Rai on the other hand are equiped with well developed drainage systems.

b

c

d

Fig. 19

Sewage is pumped 40m down into the ground water (Source: Author)

The entrance into a typical settlement in Lok 4-6.

Grey water is puddled around the foundation of the houses.

b2

Fig. 18c

Fig. 19a

Fig. 19b

A water channel typically seen on the edges of the communities.

f3

Fig. 19c

g4

PVC pipes connect each house to an external water supply source. Water and waste is clogged below each house. The proliferation of pests constitutes a serious health risk.

Fig. 19d

f5

A small storm water channel runs through Rai 70 towards the canal. A little girl is seen urinating into the channel.

Fig. 19e

Fig. 19 (a-e) (Photo: Author)

A larger storm water channel running through Rai 70. Children can be seen here optimizing this space for play.

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Empowerment of generation z

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WASTE MANAGEMENT Waste recycling practices in Klong Toey are dominated by the informal sector. The community authority have established ‘School Garbage Programs‘ and ‘Community Garbage Banks‘, and small scaled composting facilities. Figure 20 shows three fundamental tracks for waste management programs in Klong Toey.

In track 1, separation is done by individuals at the point where the material becomes waste. These materials are collected by the School and Community programs to be sold to recycling buyers.

Map x shows the location for one of these collection points. It is estimated (World Bank, 2003) that 500 schools in 30 provinces have implemented this program, recycling as much as 2500 tons of material per year. The alternative route in track 1 is the Community Garbage Bank, where the collectors receive small money in exchange for their contributions.

Track 2 requires waste to be separated into compostables, recyclables and non compostables.

In the 3rd track, the recyclables are mixed. These are later separated into recyclables and non recyclables by a Material Recovery Facility. “The function of MRFs is to serve integrated solid waste management and to serve in the preparation of municipal solid waste to be a fuel for combustion plants” (Suttibak, & Nitivattananon, 2008).

“The price for compressed cans and paper is around 60 baht (£1) and 15 baht (25p) per kg respectively” (Khun Pornthip). There are famillies and children who will resort to garbage collecting as their primary source of income.

School Garbage Bank Sources of Solid Waste

Track 1

Track 3

Community Garbage Bank

Tr ac

k2

Sourced Commingled Separate Material Recovery Facility

Composting Facility

Residue (Trash) Fig. 20 Different routes for wastes in Klong Toey (Image: Author)

Recyclable Materials

b2

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Fig. 20a

Fig. 20b

g4

The area under the highway is home to the slum’s recycling buyers. It is connected to Lok 1-6 resulting in a ‘growing garbage disposal’ for boardering neighbourhoods. The proliferation of rats, mosquitoes and cockroaches constitute a serious health risk.

Fig. 20c

e6

One of the recycling collection points under the School garbage programs. The containers are overflown and waste is spilled on to the streets.

Fig. 20d

Fig. 20 (a-e) (Photo: Author)

Fig. 20e

70 Rai is located on legal land where the government picks up the non-recyclable garbage unlike the area under the highway, meaning that in those areas non-recyclable waste, such as plastic are left behind.

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Improving the Local Environment

A Case Study in an urban slum of Bangkok

A number of issues have been identified that faces children growing up in cities today. These include fundamental issues such as the ‘the disappearance of childhood’ (Winn, 1983), a ‘child’s right to play’ (Rivkin, 1995), the importance of natural play environments (Hart, 1978), traffic (Sandels, 1975) and the importance of healthy and accessible cities for children (Gaster, 1991). From my action research, I have extrapolated the most repeated indicated characteristics of what should be improved in order to create a better environment for children.

Accessibility - Street hierarchy needs to be addressed in order to make settlements without tenure more accessible to public services and safe for children. The lack of social nodes forces children to play in the street (fig. 21) and under highways. An unsafe street can be a “principal impediment to children’s use of city space” (Spencer and Blade, 2006).

Fig. 21 Kids playing in the streets under adult supervision (Photo: Author)

Fig. 22 An indoor playground in 70 Rai (Photo: Author)

Socialbility and Mixed Use - Spaces for children in the area tends to be mono-functioning zones, limited to the ‘adult conception of play’. Recreation should be mixed with work, commerce and culture, to encourage children to meet and interact with other age groups and cultures autonomously.

Natural - Open naturalistic places are “associated with an increase in more outdoor play” (Handy et al., 2007). In Klong Toey there are no natural public areas with the exception of schoolyards and some school gardens. The maintanance of a green place can also present opportunities for active environmental education.

Fig. 23 School organic Garden in DPF Kindergarten (Photo: Author)

Fig. 24 Kids playing marbles in the streets of 70 Rai (Photo: Author)

These points will be used to drive the themes surrounding the workshop.

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The findings of chapter 1 are presented as small cards in this sleeve Open Sleeve

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Empowerment of generation z

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Fig. 31 Italian children developing a plan for a new park Fig. 32 Children evaluating design proposals with better, using collagetechniques (Source: Francis and Lorenzo, 2002) equal,or worse ratings (Source: Francis and Lorenzo, 2002)

Literature Review different approaches to child participation Aims of this Chapter - To summarise the historical review of children’s participation in planning and design - To develop the suitable approach to children’s participation for the workshop -

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A Case Study in an urban slum of Bangkok

Fig. 33 A dam with sluice pipes designed and built by girls in Wilmington, Vermont (Source: Hart, 1992)

Fig. 34 On this map children project their fear of a completely urbanised Italy (Source: Francis and Lorenzo, 2002)

Seven approaches of Children’s participation Goodman (1962) warned that the ‘inevitable modern conditions’ would in successive years, “render our cities unmanageable” and unliveable with respect to children. It is apparent that the youth of Klong Toey are disadvantaged not only in the denial of their rights, but cultural, ecomical and technological factors have contributed to the denial of their needs to freely inhabit and enjoy their city aswell. It is my hope that by adopting the participatory process, it will enabling entire cities more accessible, comprehensible and friendly to children of all ages.

Francis and Lorenzo (2002) categorised the efforts of children participation into 7 ‘realms’. I have attempted to summarise them in Tables 1-7.

47 Table 1-7 Summarised from Francis and Lorenzo’s 7 Realms of Participation (2002)

1. Romantic Approach Theory Objectives Key Participants Research Advances Design Advances

‘Children as Planners’, ‘Children as Futurist’ Planning put into action ‘by’ children, who define and form their own future, often without the participation of adults.

Children to define the future of the city World’s Futures Societies, World Wildlife Fund, Childhood City, Local Agenda 21 Has contributed important concepts and case studies for future practices Provide convenient ideas about what cities would be like if planned entirely by children. Contribute to advancing innovative methods and advocates for children’s participation as a global issue.

Limitations

Relies on children to envision and create their own communities, future environments, etc. Did not typically involve adults in process. Can be limiting in terms of practical outcomes.

Status

Practiced by those seeking more child generated idea of the future. It has become the standard first step in official participatory process such as Agenda 21.

2. Advocacy

Approach Theory

‘Planners for children’ Planning ‘for’ children with needs advocated by adult planners

Objectives

Represent the interests of children by advocating their needs as adult professionals

Audience

Citizen group; public planning bodies making decisions and plans that affect children’s lives

Key Participants Research Advances Limitations Status

Planners Network, Association of Community Design Centers, Congress for New Urbanism, various private and public firms Developed politically sophisticated methods and theories of participation Not entirely holistic. Often creates separate plans and spaces. No attempt at consensus building with other interests Mostly replaced or merged with other realms

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3. Needs

Approach Theory Objectives

‘Social science for children’ Research base approach that addresses children’s needs Define the spatial needs of children and incorporate them into design

Audience

Largely academic but has expanded to include designers and policy makers

Key Participants

Environmental Design Research Association, American Horticultural Society, Urban Parks Institute

Research Advances

Contributed key findings and principles about what makes good environments for children

Limitations

Sometimes does not fully recognise the importance of children’s participation in advancing knowledge

Status

Still an active approach of environmental design research 4. Learning

Approach Theory Objectives Audience Key Participants Research Advances Limitations

Status

‘Children as Learners’ Participation through environmental education and learning Learning outcomes of participation is as important as physical changes, e.g. Architects teach children about architecture Teachers, environmental educators Landscapes for Learning, American Institute of Architects Has contributed to important concepts and methods Designers and decision makers do not always utilise research knowledge; children are frequently not directly involved in social science research. Built projects not an important goal. Process changed perceptions and skills but not many physical places A specialised but active part of child participation projects

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5. Rights

Approach Theory Objectives Audience Key Participants Research Advances

‘Children as Citizens’ Theory Children have rights that need to be protected Mandate children’s participation in planning and city decision-making City official, International organizations IPA, UNICEF, Child-watch International, Save the Children Has contributed to important concepts and methods Has created child developed plans for neighborhoods and cities

Design Advances Limitations Status

Tends to focus more on children’s rights and less on their environmental needs Popular in many countries due to United Nations mandate and support from international aid organizations 6. Institutionalization

Approach Theory Objectives Audience Key Participants Research Advances Design Advances Limitations

‘Children as Adults’ Planning ‘by’ children but with institutional boundaries set by adults, authorities, and clients Mandated child participation Official city plans and programs Children City Council, UNICEF, Child-watch International, National organizations concerned with children Useful methods Produced numerous case studies Tends to create limited results or results counter to what children really want

Status Becoming more the standardised way of child participation in the present day

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7. Pro-active

Approach

‘Participation with Vision’

Theory

Planning ‘with’ children. Combines research participation and action to engage children and adults in planning and design. Children are active participants in process but designers play an important role

Objectives

Develop participatory plans and designs with children that incorporate their ideas and needs. Plans should be focused on strong vision of both empowering children and making substantive changes to the city environment.

Audience Key Participants Design Advances Limitations Status

Children, Community Organizations, Design Professionals Community Design Centers, various private and public firms, NGOs Contributes useful theories and methods Not always possible in every project. Requires designers/planners with special training and skills Becoming a more adopted form of participation

Table 8 Proposed Realm to be implemented in the workshop

proposed realm for the workshop

Approach

Combination of ‘Learning’, ‘Needs’ and ‘Pro-active’ Realms

Theory

Participation as a gradual process. Requires an interactive approach that engages children with their local environmental issues. Children are active and informed participants and work together with adults.

Objectives

To educate children about their local environments, solicitate opinions, empowering them through social inclusion and cultivating new abilities.

Working together to develop projects with a vision to make substantive changes to the city.

Audience Key Participants Limitations

Educators, Community Organizations, Designers, NGOs Schools and related institution Requires a long term commitment. Focuses mainly in knowledge building and cultivating new skills. Built projects not a necessary goal.

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Theoretical framework Francis and Lorenzo ‘Seven Realms of Children’s Participation’ (2002) provides a useful model to compare the various methods of participatory design. Early responses to promoting children participation began with the ‘Romantic Realm’, in which children were viewed as planners, capable of initiating and directing plans without the supervision of adults. Regarding this approach, Hart (1997) has argued for such shared decision making to be done with adults, and cautioned against the ‘tendency to romanticise the creative abilities of children’ (Iltus, Hart, 1994). The movement then progressed to ‘Advocacy Realm’, defined as planners designing for children and ‘Needs Realm’, which is more academic oriented and seeks to identify the spatial need of children. In these three realms genuine participation of children is not necessarily present.

The next three realms represents a more radical shift in approach; according to Francis and Lorenzo it branches into two different directions. The first moves towards the ‘Institutionalization Realm’, where children participation becomes mandated as part of the planning process. In this realm children are treated as adults, however there is a danger of their views being discounted in favour adults’ ideas. The second moves towards three more progressive realms that includes the ‘Learning Realm’ where environmental education becomes the primary goal as result of the planning process; the ‘Rights Realm’, predicated on the recognition of children as fully-fledged members of society with rights equal to those of adults. This recognition stems from the concept of children’s rights, as defined by the UN Convention of the Right of the Child (fig. 2), a global human rights treaty ratified by the majority of countries around the world including Thailand. This realm is closely associated with Iltus and Hart’s theory of authentic children’s participation, which states that a child processes the right to express their opinion, and to be involved in planning, politics and projects within their community.

Finally, the most holistic and what is considered by Francis and Lorenzo to be the most authentic mode of child participation is the ‘Proactive Realm‘, in which children and adults work collaboratively in development and design, seeking ultimately to “reinvent childhood and the places that support it“ (Francis & Lorenzo, 2002, p164). The main tenets of this realm are communication, collaboration and a vision.

The 7 approaches were helpful in allowing me to develop the ‘realm’ best suited for the workshop. This is summarised in table 8.

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Fig. 35 Joinedupdesign- Client making scrap book to develop project brief (Source: FCBS, 2009)

Fig. 36 Baan Mankong- Proposed upgraded Fig. 37 Theatre workshop- Children practicing settlements evacuation drill (Source: Archinect, 2011) (Source: Nobuto, 2012)

Case Study Aims of this Chapter - To reflect on real world scenarios of participatory practices by addressing the following questions for each case study: - The ‘level’ of participation adopted - The ‘scope’ of participation - The methods used in participation -

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8. Child-initiated, shared decisions with adults

7. Child-initiated and directed 6. Adult initiated, shared decision with children

Degree of participation 5. Consulted and informed

4. Assigned but informed

3. Tokenism

2. Decoration

Non-participation

1. Manipulation

Fig. 38 Ladder of Participation (Source: Hart, 1997)

“The ladder of children’s participation: while the upper levels of the ladder express increasing degrees of initiation by children, they are not meant to imply that a child should always be attempting to operate at the highest level of their competence. The figure is rather meant for adult facilitators to establish the conditions that enable groups of children to work at whatever levels they choose. A child may elect to work at different levels on different projects or during different phases of the same project. Also, some children may not be initiators but are excellent collaborators. The important principle is to avoid working at the three lowest levels, the rugs of non-participation�. (Hart, 1997, p41)

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Analytical framework In order to effectively evaluate approaches to community involvement in the case study, it was necessary to construct an analytical framework from which to assess the different approaches of participation. In each of these case studies I aim to examine: the levels of participation, scope of participation, and the techniques and decision-making structures used.

The ‘level’ of participation, concerns the “the degree to which power is devolved” (Arnstein, 1969). The different levels are illustrated in Roger Hart’s The Ladder of Participation diagram (fig.

38). The ladder metaphor is borrowed from Sherry Arnstein’s article on adult participation.

The ‘level‘ of participation is not the only issue to be considered. As Thomas (1996, p171) observes, participation “may be accorded considerable significance but perhaps over a defined range of issue”. Therefore an important factor is the scope of participation; i.e. the range and significance of the issue in which is being participated in.

Different levels of participation requires different techniques and structures to facilitate participation. There are many form these structures could take, such as community action groups, neighbourhood councils, consultant meetings, workshops and so on. “The decision-making structure is an important aspect of power devolution because it is the formal framework within which community empowerment takes place.” (Agenda 21, 1992)

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1. Sorrell foundation - Joined up design for My place-Parkfield, Torbay, UK The Parkfield project is one of fifteen projects of the Sorrell Foundations’ ‘Joinedupdesign for MyPlace’ initiated by the Department for Children Schools and Families. The MyPlace programme aims to help young people make the most of their free time by “delivering youth facilities around the UK...supporting engagements with the young people involved, to ensure that the design fulfils the needs of the local community” (FCBS, 2009). On this project young people were given the role of the clients, and were given access to external consultants appointed by the Sorrell Foundation.

Feilden Clegg Bradley Studios and Arthur Steen Horne Adamson were brought on to undertake the concept design for the client team.

Fig. 35a Client scrap book (Source: FCBS, 2009)

Fig. 35b Architect presenting to the client (Source: FCBS, 2009)

Level of participation Participation has occurred at a variety of different levels in Torbay. The initial stage involved building consensus to solicitate ideas by making scrap books (fig. 36). The scrap books were key to isolating more specific areas of the brief. Much of the approach, such as presentations, site visits were all essentially exercises in consultation; as they were seeking views but not directly asking youths to engage in decision making or action. However, the design consultants appeared to be committed to acting upon the outcomes of the participation process, for instance the roof was altered after the youths expressed their dislike for its rectilinear shape. These findings were seen as binding as the process moved into the next stage of canvassing solutions and generating better designs.

Techniques and Structures The project employs child friendly methods to engage young people such as arts management to express ideas, nature walks for environmental research and site visits to solicitate opinions about architectural qualities in terms of materiality. Five consultation meetings/ workshops was organised, four of these sessions took place in Torbay, with the fifth being the group visit to London. “Each session began and often ended with some fun if not rather hysterical game to

Fig. 35c Relaxed and friendly atmospheres during meetings (Source: FCBS, 2009)

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increase energy and break down any barriers with newcomers to the session�. (FCBS, 2009) Scope of participation In theory, the scope of participation in this project can be as broad as the participants want it to be. However, in practice, the scope is varied in its scale of influence according to the nature of the activities involved, for instance the involvements of young people in establishing their needs had a significant impact on the brief, wheras their influence concerning the site wide strategies were unclear.

Fig. 35d Final renders (Source: FCBS, 2009)

Fig. 35e Final renders (Source: FCBS, 2009)

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2. Baan Mankong Programme - Chonglom Community, Thailand The Baan Mankong programme attempts to “include residents of informal settlements as formal members of Bangkok city by upgrading and integrating their built environment” (Boonyabancha 2005, p24). This project was implemented by the Community Organizations Development Institute (CODI), a governmental agency formed to address urban poverty. Housing loans were provided directly to the poor communities by redirecting Government infrastructure subsidies.

It emphasises the participatory approach, by providing an opportunity for the urban poor to collaborate with “local governments, NGOs, design professionals and academics” (CODI update 2008, p5). For this case study, I will focus on Chonglom Community, a Pilot Baan Mankong project.

Negotiate with landowners to make property sharing agreements

Fight for land

Design Community Layout

Loan for the landlease Steps of the programme (Source: Author)

Request housing permission

Design Dwelling

Construct Dwelling

Loan for contructing the new house

Living in new house Return the monthly debt to CODI within 15 years

Level of participation The level of participation here is high, as it gives people “the power to organise fully their own community while various outside agencies within the cities act as consultants” (CODI public relations section, 2008, p14). The identification and explanation of initiatives were largely informing exercises, which was a precursor to a more practical involvement with professional in the form of ‘action research‘. This process entailed a survey of the existing and residents’ requirements, community maps, dwelling designs, and the housing permission application for each plot. Most decisions were decided together, eventhough disputes concerning affordability and appearance of the houses (due to superstutious beliefs of some residents) created some tension.

Techniques and Structures A diversity of techniques were utilised. An important feature of the prescribed approach has been that the pilot project worked directly with the inhabitants, providing greater opportunities for agendas to be set, not by the initiator but by the participants. These collaborations led to the exchange of knowledge between architectural design techniques and an understanding of the inhabitants’ lives (Stringer 1999, p10). However, because the final design proposal was a ‘collective’ decision, some diversity of people’s needs were ignored.

Scope of participation The Local Authority Council retained overall oversight and represented mainly organizational interests, operating mostly at strategic levels. Therefore quite a wide degree of delegated power was vested in the local community. The scale of influence was relatively large in terms of the issues which can be confronted. A tension was identified between participation techniques that try to identify the needs of the residents, and the possibility of raising unrealistic expectations.

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Fig. 36a Baan Mankong - Model Presentation during consultation meeting (Source: Chutapruttikorn, 2009)

Fig. 36b Baan Mankong - A slum upgraded after a fire (Source: CODI update, 2008)

Fig. 36c Baan Mankong - Community upgrading models before and after Baan Mankong (Source: slumupgradingbangkok, 2012)

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3. Evacuation drill workshop - Theatre and arts management, Thailand The purpose of this project was to focus on the “social vulnerability of slum residents in times of disaster� (Nobuto, 2012) and to examine through theatre the possibilities of self-empowerment by the learning of new skills. The author focused on disasters liable to be suffered by Nang Loeng slum residents in their daily life such as floodings and accidental fires, and conducted a 4 day theatre workshop to educate youths about the preventive strategies.

Level of participation Given the diversity of methods adopted it is not surprising that participation was occurring at various levels. The initial stage involved informing and awareness raising exercises, through discussions and arts management (fig. 37b,c). These activities helped to develop a site specific style of evacuation drill for the community. The consultation here is conceived not only merely as a reactive process but as a means by which the children can voice their opinions and state their priorities. Finally the Thai styled drills were practiced against 8 disaster scenarios derived from previous consultation exercises (fig. 37d).

Techniques and Structures A unique feature of the workshop has been the use of theatre as a communicative education tool. The use of a professional Japanese theatre company was also useful during the simulation of disaster scenarios. In the arts management exercises, visioning was used to provide greater opportunities for the participants to set the agenda of the workshop.

Scope of Participation The scope is neighbourhood based and relates to environmental issues of only local significance, however the contextualised and inclusive nature of the program had a positive impact on the level of engagement for the children. The Local Authority was also invited to participate; this proved useful in providing new knowledge for people such as the community leader who is responsible for carrying out many community activities.

Fig. 37a Practicing the evacuation exercise (Image: Nobuto, 2012)

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Fig. 37b Theater company member showing how to draw an image of disaster (Source: Nobuto, 2012)

Fig. 37c Participants with handmade waterproof necklaces in hand (Source: Nobuto, 2012)

Fig. 37d Participants wearing rain coats and safety caps, preparing to head towards the evacuation site (Source: Nobuto,

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Fig. 38 Image cards used in the workshop (Image: Author)

Methodology Aims of this Chapter - To outline the goals and objectives of the workshop - To describe the methods of participation to be used in the workshop -

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A Case Study in an urban slum of Bangkok

Workshop Objectives The project involved learning about the urban environment through a variety of child friendly methodologies and games. These games seek to establish an understanding of key issues relating to the environment, and to allow children to formulate their own ideas an opinions, which would then be used to generate design ideas for a proposal. (i) Urban Environmental Education (ii) Opinion Solicitation (iii) Ideas Generation and Project Development (iv) Sustainable Development and Empowerment The main questions that fueled the design of the workshop were, “how authentic was the level of participation as it relates to each of these goals?” and “how can I improve the quality of their participation?” I will answer the first question by analysing these objectives through the framework of Francis and Lorenzo’s “Seven Realms of Participation”.

Objective 1. - Urban Environment Education The first objective is situated in the ‘learning realm’. Participants will be exposed to key issues derived from my own interpretation of site surveys and analytical data attained in Chapter 1.

This part of the workshop focused on imparting analytical skills and knowledge about the urban environment around their own neighbourhood. *(Originally it was planned as an outdoor excursion in which children could take on tasks according to their interests, such as observation recording, and photographing places of interest, however it was not possible to arrange this activity due to certain safety concerns for the children) Objective 2. - Opinion solicitation The learning that was perscribed as part of the first objective aims to enable the participants to generate and articulate their opinions and ideas about the neighbourhood. This objective potentially places itself somewhere between the pro-active and learning realm.

Objective 3. - Ideas generation and project development From here the workshop will move towards the design of a space within their community.

Participants will be asked to vision a space in their community they left was lacking. Following this real world examples will be presented to the participants to increase their imagination and liberate them from their usual perception. Utilizing their analysis and opinons as inspirations for the design, a paper model of youth friendly spaces consistent with their interests will be produced.

These designs will be realised in a final presentation in front of the class.

In regards to Francis and Lorenzo’s seven realms, this objective potentially touches upon many of the realms, including those that are seemingly opposites. It falls within the ‘romantic realm‘, where children are treated as planners. However, in principle this could also be classified

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within the ‘pro-active‘ realm depending on the outcome of the models. By learning about design and presentation of their ideas, the object can also be placed within the ‘learning realm’.

Objective 4. – Sustainable Development and Empowerment It is hypothesised that the possibilities of empowerment could be fulfilled through the cultivation of actual abilities from participatory practices. The objective is clearly situated in Francis and Lorenzo’s ‘rights realm’, as the workshop will give them a platform to be consulted and to be involved in a project that may impact them as adults.

A child’s developing capacity to participate in environmental research, planning and management Figure 39 approximates the development of children’s interests and skills in relation to potential opportunities that exist for children of all ages to engage in participation projects with their local community (Hart, 1997, p90).

Fig. 39 A child’s developing capacity to participate in environmental research, planning and management (Source: Hart, 1997, p90)

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Table 9. Participants

(given during email correspondence)

Nickname

Age

House No.

Aart

9

MC - 2

Art

9

MC - 2

Pon

8

MC - 2

Golf

8

MC - 2

Arm

6

MC - 2

Fai

8

MC - 3

Pizza

8

MC - 3

Ploy

8

MC - 3

Taeng Mo

10

MC - 3

Bai Por

9

MC - 3

Cartoon

12

MC - 4

Boom

13

MC - 4

Man Gaew

17

MC - 4

Joop Jaang

13

MC - 4

Sim

12

MC - 4

Beam

14

MC - 4

Aoy

12

MC - 4

*Note: average age is 11 years old

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Table 10. Planned

Contents of workshop

Time

Activity

Brief

Day 1: April 7th, 2015 8:30 - 9:00 am

Introduction to staff

-

9:00 - 9:30 am

Activity 1: “Introduction”

-

“Line up Game”

An ice-breaker activity

9:30 - 10:00 am

Activity 2: “Idea generation and identification” Activity 3 “social/ sustainable Differentiation”

10:00 - 11:30 am

Activity 4 “Making Animal Masks”

This game involves identifying images of various issues.

This game require the children to differentiate between social and environmental issues.

-

“Group Discussion”

A group discussion on how various environmental factor affect each animal character.

9:00 - 9:15 am

“Introduction”

-

9:30 - 11:00 am

Activity 5 “Model Making and Drawing Activity”

Based upon the body of activities done previously, the kids are encourage to build their own responses in models or drawings.

11:00 - 11:30 am

Final Presentation

Day 2: April 8th, 2015

Garden

und

Playgro

Park

House

Volcan o Forest

Jungle Hill

Market

Waterfa ll

Stall Flower

Green Hill

Shopping Mall

Construction

Sun Flood

A/C Fire Wind Turbine

Solar Cell

Oil Rig

Car

Site

ant

Garbage Dump

Recycling Pl

Landfill

ets

Acid Rain

Plan

Poo

Mosquito

Cat Water Pipe

Dog

Earth

Do

lph

in

Garbage Collector Bathroom

Fish Tank

Water Bottle Water Pump

Water Pool Water Treatment Plant

Septic Tank

Fig. 40 Image Cards used in the workshop (Image: Author)

Activity 1 “Line up Game�

Brief description The children will be split into two groups; each diverse in genders and ages. Each group will be called into a line, then reshuffled according to keywords; such as height, age, birthday, hairlength, footsize, ect. This activity is designed to break the ice, stimulate co-operation, participation, and allow new members to get to know one another.

Resource- None

Key of Planned Layout (Image: Author)

All the image cards were used in this activity.

Resource

Each group will be asked to identify the image cards.

Followed by a discussion on the causes and effects of each issue. From this activity I hope to ascertain what root environmental knowledge each child may already have.

Brief description

“Idea generation and identification�

Activity 2

Key of Planned Layout (Image: Author)

The relevant cards will be chosen for this activity x2 Lazy Suasans

Resource

A game structured to teach the groups to differentiate and understand the concepts of social and sustainable development. Each child will be paired up with another member of their group; one will be blind folded and spun around on the lazy susan and guided by the other to sit on the correct chair. Only when the answer is correct is the pair allowed to switch roles.

Brief description

social/ sustainable Differentiation

Activity 3

Key of Planned Layout (Image: Author)

Activity 4 making Cute animal masks & discussion Brief description Each child will be asked to create their own cute animal mask. This plays upon the conceptual issues that children are ‘closer‘ to nature. Piaget (1956) describes that this phenomenon could form roots for children of a different kind of relationship to nature as adults; ‘animism‘, the tendency to find intention and consciousness in things, including those that are inanimate.

Afterwards each child will be asked to explain how their animal character might be affected by the issues drawn from the image cards. The objective of this activity is to encourage the youngest members of the group to solicit their opinions on the subject matter.

Resource Scissors Corrugated Card Poster Colour Coloured Tapes Paper Cups Paintbrushes Glitter Feathers

Pencils Paper Card Crayons Glue Egg Crates Rope Stickers

Key of Planned Layout (Image: Author)

Activity 5 Real world examples and drawing activity Brief description The final activity will open with a presentation of real world projects with an innovative approaches to energy, material usage and social sustainability. Following this, each group will be asked to summarise what they have learnt by visioning a space that they can place somewhere in their neighbourhood. Visioning will be used in favour to other consultation techniques because people “normally feel constrained by their view of what is possible ... visioning is a way of raising awareness and broadening horizons�

(Hart, 1997).

Resource Scissors Corrugated Card Poster Colour Coloured Tapes Paper Cups Paintbrushes Glitter Feathers

Pencils Paper Card Crayons Glue Stickers Rope

Key of Planned Layout (Image: Author)

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HDF Mercy Garden (Photo: Author)

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x

Fig. 41 Participants of the workshop (Photo: Teacher)

Workshop in practice Who A collaboration between myself and 31 resident children of HDF Mercy, a nonprofit NGO providing shelter and social services for children in Klong Toey.

It was mediated by myself and the officers of the HDF Mercy Centre. I was supervised by an intern and teacher at all times.

Program The brief was developed during March and the workshop took place between 9:00-11:30 am on April 7-8th.

Comprised of games, arts activities, group discussions and a model making session.

What A two day workshop with HDF Mercy Children on the subject of environmental education; with a focus on bringing the three factors of playing, creating and learning to the forefront.

Size There were no specific size for the scale of the models. They were free to make anything they wanted to.

Material The foundation did not offer materials for the workshop. I bought all the materials used for the workshop at a local arts store.

All the materials used were later donated to the foundation.

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- Introduction, Groups and Line up game - Question concerning Environmental Management - Idea generation and identification - “Social/ sustainable Differentiation” - “Cute Animal Mask Making” - “Discussion”

8:00 am

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Fig. 42 The entrance of the foundation and the location where the workshop took place (Photo: author)

Between 8:00 and 9:00 am on the first day an explanation of the workshop contents and research was provided to an HDF volunteer, project co-ordinator and a teacher. After a short walk around the foundation, the open area on the second floor balcony was chosen as the suitable space for the workshop.

9:00 - 9:15 am

By 9:15 am, all participants had arrived (fig. 43). However, the total number of participants were almost doubled the number agreed upon in the email correspondence!

Fig. 43 (Photo: author)

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9:30 am

- Introduction, Groups and Line up game

9:40 am

Fig. 44a (Photo: author)

9:45 am

Fig. 44 (Photo: author)

Fig. 44c Line up game (Photo: author)

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9:30 - 9:40 am

Introduction The precursor to the workshop began with a preliminary informal conversation with the participant on the basis and structure of the workshop (fig. 44b). The use of conversation-like style of dialogue was promted to a degree by the need to be seen to be doing something legitimate without being percieved as too serious or esoteric. After the explaination of the different activities, the participants were encouraged to ask us any questions they had in mind. We received such questions as; “How old are you?“ “Do you have any brothers or sisters?“ “What is an architect?“ “Can you show us how to design a building?“ “How did you get here today?“ Line up game Following the introduction the participants were split up into two line, by doing a count of either 1, or 2. Then the group had to rearrage themselves as fast as possible following certain key words (fig. 44c).

9:40 - 9:50 am

Conventional words used: Height Age

Random words used: Foot size Eye size Hair length

Fig. 44d showing the spacial configuration of the activity.

Assessment The aim of this warm up activity was simple; to increase the proportion of children who might be made to feel comfortable to participate and improve the functioning of the group as a whole. The younger members of the group responded to this activity well; chanting and chatting together lively. It also proved useful in identifying who the potential ‘leaders‘ of the groups were.

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9:55 am

- Question concerning Environmental Management

10:00 am

Fig. 45a Explaination of the next activity (Photo: author)

10:05 am

Fig. 45b

Fig. 45c (b) Asking questions about environmental management (Photo: author)

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Questions on Environmental management

9:50 - 10:05 am

Following the line up game, questions concerning environmental management at home and school were asked (fig. 45b,c) These questions were pre-defined and only required an answer of either ‘yes‘ or ‘no‘. Some questions were followed up with a quick discussion. The questions asked were as follows: Question:

Results:

“Who here has ever threw trash onto the ground?”

14/28 raised their hands.

“Who here has taken out their trash before?“

7/28 raised their hands, another 6 expressed that they need someone to help them (family member) carry the trash.

“Who here turns the light off once they leave a room?”

22/ 28 raised their hands, some mentioned how the light switch can be too high.

“Who here likes to relax in an air-conditioned room?“

28/28 raised their hands, about half agreed that they would not turn it on if they were the only ones present in the room.

“Who here turns the water tap off when they brush their teeth?“

21/28 raised their hands, some were keen to share their own ‘techniques‘ in order to conserve water.

Fig. 45d showing the spacial configuration of the activity (Image: Author)

Assessment The object of this activity was to allow the children to think about their own contribution to the environment. The level of engagement was very successful. I have found that the age group of 9 12 years old were the ones to whom I had best initial access, with whom rapport was most easily built and the ones with whom data collection was most feasible.

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10:10 am

- Idea generation and identification

Fig. 46a

10:25 am

Fig. 46b

Fig. 46c (a,b,c) Showing the discussions taken place during the activity (Photo: author)

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10:10 - 10:30 am

Idea generation and identification After a short break, the participants were gather round and asked to identify the image cards (fig. 46a-c). The order of the cards were organised in a way that could allow short discussions to follow up on the emerging issues. For instance, Solar Cell was shown after Sun, or Mosquito was shown after Water Pool. The results of how well each picture was recognised is shown below.

Results

Fig. 46e

Fig. 46f

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Fig. 46h showing the spacial configuration of the activity (Image: Author)

Assessment The participants responded to the image cards well; understanding the concepts of recycling and waste management. Subsequent discussions in this session included questions on how different images connected; in most cases, the root causes and effects were understood. The level of engagements were varied; from very eager, to passive, to ignoring my questions all together. It was somewhat observable that the youngest group members struggled to keep up with some of the concepts. Whilst following up on specific subjects, the participants would prompt smaller discussion groups in order to formulate their answers.

Fig. 46g (e,f,g) Participants engaging with the image cards (Photo: Intern)

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10:30 am

- “Social/ sustainable Differentiation�

Fig. 47a (Photo: Author)

10:45 am

Fig. 47b Handing out the image cards during the activity (Photo: Author)

Fig. 47c Following the activity, questions were asked regarding their choices (Photo: author)

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Social & sustainable differentiation The precursor to this activity began with an explanation of two concept of sustainability; material and social, and the differences between them (fig. 47a). The trajectory of my explanation can be summed up by the following diagram.

10:30 - 10:45 am

Sustainability

Material Sustainability

Social Sustainabilityx

Resources Material Environment Natural Resources

Resources Social Environment Well-being

Sustained by Decrease usage Reusing Recycling

Sustained by A balanced and connected cities and neighbourhood

Whenever possible, image cards were used to help explain the differences in these two areas. The participants were then arranged in pairs and were handed an image card. Each pair were asked to identify the category in which their image card belonged to, by navigating to the appropriate chair after being spun a few times on the lazy susan.

Fig. 47d showing the spacial configuration of the activity (Image: Author)

Fig. 47e

Fig. 47f (e) The two groups during individual questioning about their choices (Photo: Intern)

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Results

Assessment Overall the levels of engagement in this activity exceeded my expectation, as most groups were able to deliver their images to the right chair. The five incorrect images were produced from the groups with the youngest members or from ones that paid the least amount of attention during my explanation. The subsequent discussion revealed that the previous activity had a great impact on their choices.

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10:50 am

- “Cute Animal Mask Making�

Fig. 48a Participants organising themselves for the activity (Photo: Author)

11:35 am

Fig. 48b Distributing the art materials (Photo: Author)

Fig. 48c (Photo: author)

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Fig. 48d Art materials used during the mask making activity (Photo: Author)

10:50 - 11:35 am

Cute animal Mask Making In this activity, the participants were asked to draw an animal that they liked in order to make a face mask (fig. 48a-c). Following the completion of this task, individual discussions will take place during a photoshoot of how the image card from the previous activities could possibly affect their embodied animal characters (fig. 80b). They were asked to be as creative as they could in their approach.

Fig. 48e showing the spacial configuration of the activity

Results// Masks Fig. 50

Mask: Image: Quote:

Fig. 51

Doraemon (fictional cat character) Park “We usually put shrines in contruction site for cats to sleep in, if we build more parks then cats coul be happier.“

Mask: Image: Quote:

Monkey Garbage dump “We can train the monkey to pick up the trash...?“

Mask: Image: Quote:

Fig. 52

Mask: Image: Quote:

Bunny Forrest “If we cut down trees then the bunnies won’t have a place to live in.“

Fig. 53

Dog Car “I think dogs are safe in our area beacause there aren’t many cars, like when you go outside.” (to the city)

Results// Masks

Fig. 54

Mask: Image: Quote:

Fig. 55

Ant man Earth “Ants live in the soil right? I think if we have too much roads they won’t have a place to live”

Mask: Image: Quote:

Bird Tree “We shouldn’t cut down the forest trees because birds live there.“

Mask: Image: Quote:

Fig. 56

Mask: Image: Quote:

Lion Water treatment plant “I can make clean water to drink!“

Fig. 57

Bird Dolphin “I don’t think bird and dolphin go together but like you explained, the oil spill can make their habitat dirty right?“

Results// Masks Fig. 58

Mask: Image: Quote:

Fig. 59

Frog Monster Acid Rain “It would make my skin itchy! (laugh)“

Mask: Image: Quote:

n/a Waterpool “I can’t swim!“

Mask: Image: Quote:

Fig. 60

Mask: Image: Quote:

Butterfly Flower “We have a school garden here but I never saw a real butterfly, maybe the garden is too small?“

Fig. 61

Horse Grassy Hill “Well the horse run around but I have to be careful because they are big!“

Results// Masks

Fig. 62

Mask: Image: Quote:

Fig. 63

Fat Cat Local Market “If the vendor is kind she can feed me maybe! (laugh)“

Mask: Image: Quote:

Cat Garbage truck “I can hear cats meowing near the school bin sometimes.“

Mask: Image: Quote:

Fig. 64

Mask: Image: Quote:

Rabbit Green mountain “The hill is the place where I will live with my rabbit family.“

Fig. 65

Talking Cat House “We aren’t allow to have cats in our house, but I would like one. They are cute.“

Results// Masks Fig. 66

Mask: Image: Quote:

Fig. 67

Hawk Wind turbines “You said birds can get hurt from the fan. We should find electricity from somwhere else.“

Mask: Image: Quote:

Rabbit Jungle “Having a lot of green things is good for rabbits.”

Mask: Image: Quote:

Fig. 68

Mask: Image: Quote:

Goldfish Oil Rig “If you build this then the fish will lose their home.“

Fig. 69

Rabbit Playground *no comment

Results// Masks

Fig. 70

Mask: Image: Quote:

Fictional Monkey Cartoon Air conditioner n/a

Fig. 72

Mask: Image: Quote:

Mask: Image: Quote:

n/a n/a n/a

Fig.73

Bat Shopping Mall n/a

Mask: Image: Quote:

Cat Construction site n/a

Mask: Image: Quote:

Fig. 74

Mask: Image: Quote:

?

Fig. 71

Pony Landfill n/a

Fig. 75

Cat Water pipe n/a

Results// Masks

?

Fig. 76

Mask: Image: Quote:

n/a n/a n/a

Mask: Image: Quote:

?

Fig. 78

Mask: Image: Quote:

?

Fig. 77

n/a n/a n/a

n/a n/a n/a

Fig. 79

Mask: Image: Quote:

Stingray Ocean n/a

Assessment In this session there were many factors that impeded the participants’ level of engagement; for instance the shortage of art materials prompted tension between a few individuals; some felt that they could not fully express themselves artistically with the given art materials. 22/31 managed to complete the task in time and took part in the subsequent 1-1 discussion, in which most participants were successful in connecting their animal characters to their given image cards. I found the 1-1 discussions useful as it removed the power imbalance between the participants, giving a chance for the less dominant members in the group to speak up.

Fig. 50-79 Image (Author)

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11:40 am

- “Disscussion”

Fig. 80a (Photo: author)

12:00 pm

Fig. 80b Photoshoot and 1-1 interview (Photo: author)

Fig. 80c End of day 1 workshop (Photo: author)

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- “Draw and Present” - “Precedents” - “Model Making”

8:00 am

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Fig. 80 Day 2 workshop began slightly late due to heavy rain (Photo: author)

Fig. 81 (Photo: intern)

10:00 - 10:10 am

Recap Day 2 started with a quick summary of the topics touched upon on Day 1; environmental management, material and social sustainability. I also used this opportunity to explain the architect’s role in designing environments that incorporates these themes (fig. 81).

Activity 5 was split into 3 parts; each part was designed to build up the participants understanding of how to apply their new found knowledge into a final model. *24 participants turned up on day 2 (7 less than day 1)

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10:10 am

- “Draw and Present”

Fig. 82a (Photo: Author)

10:25 am

Fig. 82b (Photo: Author)

Fig. 82c (Photo: intern)

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10:10 - 10:25 am

Fig. 82d Drawings being presented to the other groups (Photo: intern)

Draw a place you like Following the introduction the participants were asked to work together in groups of three to draw a space they liked that could be incorporated into the neighbourhood (fig. 82a,b). The drawings were then presented to the rest of the groups (fig. 82c,d).

Fig. 82e showing the spacial configuration of the activity

Assessment The levels of engagement in this session was good overall, dispite one group not able to reach a unanimous decision, resulting in 3 separate drawings. The results included 2 houses, 2 playgrounds, a beach, a park, a gaming centre, a glasshouse, a garden and a hotel.

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10:25 am

- “Precedents”

10:40 am

Fig. 83a (Photo: Intern)

Fig. 84b (Photo: Intern)

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10:25 - 10:40 am

Giving real world precedents In this session, images of architectural precedents were shown to the groups (fig. 83a,b). The objective was to expand their understanding of the built environment by showing them the possible application of sustainability by designers from around the world. “In participatory planning and design with children it is often necessary to liberate the children from the contraints of the traditional designs with which they are familiar. Especially when one has a limited amount of time with a project, showing children a series of slides of an extremely wide range of ideas from around the world, some of them bordering on the outrageous, can liberate them to think openly� (Lee-Smith and Chauwdry, 1990).

Precedents that were shown

Glass Chapel - Mason Bend, USA

Light in the Alleyway - Boa Mistura, Brazil

An example of recycling used in a project.

Redefining alleyways in a slum using a participatory approach.

(Image: www.ruralstudio.org/projects/glass-chapel)

(Image: www.collabcubed.com/2012/03/04/boa-misturabeauty-and-pride-in-a-favela)

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Sistema Arde - Hierve Diseñeria, Mexico

Primary School - Diébédo Francis Kéré, South Africa

Structural brick facade with planters.

Using local sustainable material for construction.

Favela Santa Marta, Roberto Costa, Rio de Janeiro

Play Pump, Roundabout Outdoor, South Africa

Renewable of an informal city by painting.

A playground equipment with a dual function.

(Image: www.en.hierve.com/projects/sistema-arde/ building)

(Image: www.archdaily.com.br/br/01-15745/filme-de-5horas-favela-santa-marta-roberto-costa-e-rogerio-boettger)

(Image: www.akdn.org/akaa_award9_awards_detail2.asp)

(Image: www.playpumps.co.za)

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Jubilee Church, Richard Meier, Italy

Gimnasio Vertical, Urban Think-tank, Venezuela

Self cleaning photocatalytic conrete able to react with air pollution.

A gym containing multiple programs designed as a solution to the area’s urban density and lack of avaliable space for sports facilities.

(Image: www.ruralstudio.org/projects/glass-chapel)

(Image: www.gimnasiovertical.com/vertical-gym-projects/ vertical-gym-chacao)

Assessment The response in this session was overwhelmingly successful as the precedents were received with awe and wonderment. The atmosphere in the room was quiet and focused, albeit the occasional exclamation of, “Oh I get it!“, “Wow that’s amazing“. The projects involving innovative approaches to materiality were met with a stronger response than those dealing with social sustainability.

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10:45 am

- “Model Making�

Fig. 85a

11:45 am

Fig. 85b

Fig. 85c (a,b) Participants working on their design (Photo: Author)

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Fig. 85d Final models from the session (Photo: Author)

10:25 - 10:40 am

Drawing and modelling In this final session the participants were asked to adapt (or start over) their previous drawings, by incorporating new approaches to materiality, technology or sustainability. They were told that their new designs had to be mindful of the following issues: a.) footprint b.) materials c.) cost

Fig. 85e showing the spacial configuration of the activity

After completing the task, each piece of work was mounted to a stand. An ‘urban‘ map was then brought out so that each participant could place their work into a context of their choosing.

The three final context were generated based on the observation of the work being produced during the course of the activity. The following summary is taken from a discussion done with each group.

Summary

Summary

This collection of work calls for the protection of urban green spaces.

This collection of work was themed around sanitation and preservation of natural water sources.

This environment aims to provide: - a habitat for animals and organisms - shade from the sun - recreational spaces for playing, exercising and socializing - happiness to the surrounding neighbourhood - recycling centres - beauty to the area

This environment aims to provide: - clean energy from natural resources - human co-habitation without negative impact on the aquatic ecosystems - water management technologies to homes such as ground water sourcing and rainwater purification - a fire station house that sources water from the river

Fig. 86 (Photo: Author)

Summary This collection of work was themed around environmental technology and waste management within a dense urban context This environment aims to provide: - clean solar energy to its inhabitants - a technological centre to increase connectivity - colourful buildings to promote a livelier atmosphere - more schools - a clean environment with good waste management strategies - better access to public services

Results// Models

green

Fig. 86a Final models from green environment group

Results// Models

Fig. 86b

Fig. 86c

Fig. 86d

Fig. 86e

Fig. 86b A green playground area adjacent to a

community apple tree park Fig. 86d Playground space boardering a public park Fig. 86e A dog, an insect and a coconut tree Fig. 86f A watching face, making sure everyone

is safe Fig. 86g A watching ‘Bin-man‘ Fig. 86f Fig. 86(a-f) (Photo: Author)

Results// Models

Water

Fig. 87a Final models from water environment group

Results// Models

Fig. 87b

Fig. 87c

Fig. 87d

Fig. 87e

Fig. 87g

Fig. 87f Fig. 87(a-f) (Photo: Author)

Fig. 87b

Fig. 87c

A clean ocean with a healthy aquatic ecosystem A water energy and purification house

Fig. 87d

Fig. 87e

Fig. 87f

Fig. 87g

A water tank underground that cleans the rivers A fire station house capable of extracting water from the ground A rainwater collecting structure with a housing unit underneath A floating fish scaled building

Results// Models

City

Fig. 88a Final models from city environment group

Results// Models

Fig. 88b

Fig. 88c

Fig. 88d

Fig. 88e

Fig. 88f

Fig. 88g

Fig. 88i

Fig. 88h Fig. 88(a-f) (Photo: Author)

Fig. 88b

Fig. 88c Fig. 88d Fig. 88e Fig. 88f Fig. 88g Fig. 88h Fig. 88i

A highrise with solar a panelled facade (incompleted) A giant ‘iPad’ technology centre A colourful hotel New schools for the city A public service building monitoring the city A clean city A multi-purpose colourful high rise A solar powered shopping bag

Green environment models (Photo: Author)

Water environment models (Photo: Author)

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Fig. 89 A speech given from the participants’ representative at the end of the workshop (Photo: intern)

Summary, feedback and conclusion Aims of this Chapter - To summarise the outcome of the workshop - To present the feedback submitted by the participants - To reflect upon the sucesses and failures of the workshop - To discuss whether the goals objectives were met -

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Fig. 90

Fig. 91 (90) Community Wall Art in a neighbouring school promoting sustainability (Photo: Author)

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Summary In response to the question of whether the workshop was fun, all participants shouted back collectively, “Yes!“. Thus it can be said that the use of child-friendly methodologies to encourage participation was a success. At the same time, 17 out of 24 participants on Day 2 were able to produce unique responses that met the criteria of the set brief, the other 5 participants merely imitated their group members and 2 decided to ignore my research agenda altogether. I observed from both days that better communication helped each group to shape their own understanding, allowing them to be more reflective and courageous to share their visions. The participants also benefited from being engaged with the technical aspects of design, learning many architectural terms in the process.

While the goal of creating an opportunity to think about sustainability through the workshop was met, it cannot be concluded that it has directly led to the cultivation of genuine skills. Subsequent discussions with the children’s teacher revealed to me that many of the participants did not show their full artistic potential in the workshop, and that to solve this, these activities have to come to be thought of as a daily ordeal. We also discussed the impact of personal struggles on the child’s capacity to be engaged in the classroom. It was revealed to me that half of the children who participated did not have good family relationships. “A child who is troubled or who has low self esteem is less likely to demonstrate her competence, to think, or to work in a group.” (Hart, 1992) This indicated that there is a need, not only for the continued implementation of this activity, but for the improvement of the childrens’ lives, renewal of self confidence as well as solving discord in the family.

Following the workshop the participants were asked to sum up what they have learnt in the past 2 days (fig. 92).

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Feedback from workshop participants

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Fig. 92 Feedback sheets from workshop participants (Image: Participants)

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A Case Study in an urban slum of Bangkok

Table 11. Survey/

13 11 11 10 10 9 7 6 5 5 4 4 4 4 4 4 4 3 3 3 3 3 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1

Feedback

I had fun I was able to be creative in designing I gained new skills in drawing I gained new knowledge about the environment I learned how to make cute masks I coloured in drawings I ate yummy treats I learnt how to be more patient I would like for you to come back again Please come back, I will miss you It was educational I learned to communicate better I got to express my opinion You are very kind Even though I was naughty, I still learned about new things I received help from you I got to know you I had fun with my friends I learned things I can apply in my daily life I gained techniques in designing I learned how to mix colours I took some pictures I played games I learned to draw a building I learned new things whilst having fun I saw some beautiful pictures I learned about how to make crafty things I like that you do design I got new skill in cutting paper I received love from you I got to see projects from other countries You are very hard working, you are my role model I got to actually make things I got to practice how to be focused When I didn’t know how to do something, you always teach me I’m sorry I didn’t concentrate I got to see how patient you are What I learned I will use after this I will teach my sisters how to make masks

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Conclusion The conclusion of this paper will be presented by assessing the results of the workshop against the objectives outlined in Chapter 3. These include: (i) Urban Environmental Education (ii) Opinion Solicitation (iii) Ideas Generation and Project Development (iv) Sustainable Development and Empowerment To each point, I will address the questions: “How authentic was the level of participation as it relates to each of these goals?” and “How can I improve the quality of their participation?”

Objective 1. - Urban Environment Education I found the process of studying various precedents whilst simultaneously developing a educational theme the context of Klong Toey from abroad to be challenging; outreach to the NGO was insufficient in investigating implementation possibilities specific to Klong Toey children.

Furthermore, pre-determined themes of the workshop derived from ‘Action Research’ in Chapter 1 was biased as it had been approached from an ‘outsiders’ perspective. Therefore children must participate in the ‘Action Research’ in order to improve the quality of their participation.

In the feedback, 10 children said they “gained new knowledge about the environment”, and 4 said “It was educational”.

Objective 2. - Opinion solicitation The learning that took place as part of Objective 1. successfully enabled the participants to generate and articulate opinions and ideas about the environment. They noted pollution; specifically sanitation and waste managements, opportunities to incorporate sustainable technologies, a lack of green environments, spaces for play and shared their thoughts on the places they liked and disliked. The use of image cards and animal masks allowed the younger participants to communicate their ideas more confidently. Overall this objective was met with great success.

In the feedback, 10 children said they “gained new knowledge about the environment”, 4 said they “learned to communicate better” and “got to expressed their opinion”, and 2 said they will apply this in their daily life.

Objective 3. - Ideas generation and project development Through the investigation, it became clear that prior to activity 5b (precedents), the children were only passively receiving the arts activity in 5a. This relates back to the bias in Objective 1. in which excluded them from the research process, thereby inhibiting their capacities to respond to the brief. However the outputs of the final activity are not only successful within their own right as design work, but their conceptual content can also be used as a source of inspiration for my own project.

In the feedback, 11 children said they were “able to be creative in designing”, 3 said they “gained techniques in designing” and 2 said “I learned how to draw a building”.

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Objective 4. – Sustainable Development and Empowerment Subsequent discussions after the workshop revealed that the continued implementation of the activity would be necessary to bind the workshop to empowerment. This can be seen from the case studies, which were implemented over an extended period of time. Consequently, this objective was not fully achieved. Highlighting the challenges that arose in this workshop will enable future programs to operate within the proactive realm.

Firstly, the participants were excluded from the research process. This could be overcome by restructuring the programme to allow the facilitator to implement action research together with children in order to develop a more contextualised brief. The second challenge involved children with a wide array of abilities. It was misguided to use simple age-related norms to determine what the children were capable of (fig. 39). Iltus and Hart (1994, p. 363) suggests that the education of facilitators and community leaders on children’s abilities is necessary in order to tailor a project to better suit the ability levels of different participant. Finally this workshop may move towards a more genuine level of approach had the schedule of activities been modified in order to allow for a more meaningful development of trust between myself and the participants. Structuring the program to make it shorter in duration over a longer period of time may have built greater trust and communication.

Furthermore Thailand is a country with strong hierarchical values, and this becomes apparent when working with vulnerable groups such as slum children. This indicates that there is a need to escape the one-sided structure of ‘leading‘ slum children to social participation, in order to enable true empowerment from within. In other words, instead of the current structure wherein participants (3) are empowered through the help of foreign society (1) and residents (2), new institutional structures for promoting self-empowerment through collaboration of residents (2) and participants (3) to be presented to the foreign society (1) is ideal.

1 2

1 2

3

3

1+2

3

2+3

1. Foreign Society 2. Residents 3. Participants

1

Fig. 93 Image of empowerment implemented in this paper v.s. ideal image of empowerment for Klong Toey (Image: Author)

If such activities are realised in the future, the residents and participants may actively assimilate the effects and methodologies of environmental education and continue to implement it voluntarily, permitting a new dialogue of participatory practice to emerge.

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This workshop has provided valuable insight to be explored further in the design project, such as:

(b). Children’s knowledge of environmental systems - The opinion solicitation activities provided good insight into the capacities children have in understanding and identifying environmental issues. It was clear that the least identifiable images were the ones most removed from their context. This information will be used to reorganise the building services, making them more understandable and visible, providing more opportunities for active environmental education. (c). Children’s penchant for multi-functioning programmes - Analysis into each drawing revealed varying level of programmatic complexity. This information can be used to define more programmes for the building.

It is also vital to explore further the key findings of this paper with the help of field specialists.

In this regard, it is my hope that this paper may be presented to an evaluation board meeting in June, alongside my design tutor who has been conducting several participatory workshops with children in Camden Schools.

Fig. 93 Workshop discussion with group (Photo: Intern)

Impact on Design Project

(a). Children’s abilities in fabrication - The workshop result clearly shows the different capacities that children have in their creative, graphic abilities and cutting skills. This information will be used to develop the design of the building envelop which will be built by children (hypothetically). The components of which will be arranged in order of detail, structural complexity and design capacity.

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