100% found this document useful (4 votes)

41 views53 pages

(FREE PDF Sample) Placemaking With Children and Youth Participatory Practices For Planning Sustainable Communities Victoria Derr Ebooks

ebook

Uploaded by

ghoriettevi

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

100% found this document useful (4 votes)

41 views53 pages

(FREE PDF Sample) Placemaking With Children and Youth Participatory Practices For Planning Sustainable Communities Victoria Derr Ebooks

ebook

Uploaded by

ghoriettevi

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 53

Full download test bank at ebook textbookfull.

com

Placemaking with Children and Youth

Participatory Practices for
Planning Sustainable Communities

CLICK LINK TO DOWLOAD

https://textbookfull.com/product/placemaking-
with-children-and-youth-participatory-
practices-for-planning-sustainable-
communities-victoria-derr/

textbookfull
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Childhood, Youth Identity, and Violence in Formerly

Displaced Communities in Uganda Victoria Flavia
Namuggala

https://textbookfull.com/product/childhood-youth-identity-and-
violence-in-formerly-displaced-communities-in-uganda-victoria-
flavia-namuggala/

Climate crisis and the democratic prospect.

Participatory governance in sustainable communities 1st
Edition Fischer

https://textbookfull.com/product/climate-crisis-and-the-
democratic-prospect-participatory-governance-in-sustainable-
communities-1st-edition-fischer/

The Design Companion for Planning and Placemaking 1st

Edition Tfl And Udl (Author)

https://textbookfull.com/product/the-design-companion-for-
planning-and-placemaking-1st-edition-tfl-and-udl-author/

Participatory Research and Planning in Practice Janez

Nared

https://textbookfull.com/product/participatory-research-and-
planning-in-practice-janez-nared/
20 20 Visions Collaborative Planning and Placemaking
1st Edition Charles Campion (Editor)

https://textbookfull.com/product/20-20-visions-collaborative-
planning-and-placemaking-1st-edition-charles-campion-editor/

Management Control with Integrated Planning Models and

Implementation for Sustainable Coordination Lukas
Rieder

https://textbookfull.com/product/management-control-with-
integrated-planning-models-and-implementation-for-sustainable-
coordination-lukas-rieder/

Language Practices of Indigenous Children and Youth:

The Transition from Home to School 1st Edition Gillian
Wigglesworth

https://textbookfull.com/product/language-practices-of-
indigenous-children-and-youth-the-transition-from-home-to-
school-1st-edition-gillian-wigglesworth/

Smart and Sustainable Planning for Cities and Regions

Adriano Bisello

https://textbookfull.com/product/smart-and-sustainable-planning-
for-cities-and-regions-adriano-bisello/

Being Participatory Researching with Children and Young

People Co constructing Knowledge Using Creative
Techniques 1st Edition Imelda Coyne

https://textbookfull.com/product/being-participatory-researching-
with-children-and-young-people-co-constructing-knowledge-using-
creative-techniques-1st-edition-imelda-coyne/
Copyright © 2018. New Village Press. All rights reserved.

valuable contribution to the growing body of learned along the way. This fully illustrated book
literature that focuses on the practice of place- has the capacity to become a bible for design pro-
based education. Even novices to this approach fessionals and researchers, whether they are new
will find simple and straightforward tools capa- to this approach or seasoned advocates.
ble of opening up the world of local inquiry and —Dr. Kate Bishop, Senior Lecturer,
action to both themselves and their students. Faculty of Built Environment,
—Gregory A. Smith, Professor Emeritus, University of New South Wales,
Graduate School of Education and Sydney, Australia
Counseling, Lewis & Clark College, •••
co-author with David Sobel of Place-
and Community-Based Education in
Schools
•••

Victoria Derr, participatory

Louise Chawla,
practices
and Mara Mintzer
for planning
Copyright © 2018. New Village Press. All rights reserved.

sustainable

communities

New Village Press • New York

All Rights Reserved. Except for brief portions quoted for

purposes of review, no part of this book may be reprinted,
reproduced, or utilized in any medium now known or here-
after invented without prior permission in writing from the
publisher.

Published in the United States by

New Village Press
[email protected]
www.newvillagepress.net
New Village Press is a public-benefit, not-for-profit publisher.
Distributed by New York University Press
newvillagepress.nyupress.org

Paperback ISBN: 9781613321003

Available also in hardcover and digital formats
Publication Date: September 2018
First Edition

Library of Congress Cataloging-in-Publication Data

Names: Derr, Victoria (Victoria Leigh), author. | Chawla,
Louise, author. | Mintzer, Mara, author.
Title: Placemaking with children and youth : participatory
practices for planning sustainable communities / by
Victoria Derr, Louise Chawla, and Mara Mintzer.
Description: First edition. | New York : New Village Press,
2018. | Includes bibliographical references and index.
Identifiers: LCCN 2018035831 (print) | LCCN 2018039690
(ebook) | ISBN 9781613321027 (ebook trade) |
ISBN 1613321023 (ebook trade) | ISBN 9781613320945
(ebook institution) | ISBN 1613320949 (ebook institution)
| ISBN 9781613321010 (hardcover) | ISBN 1613321015
(hardcover) | ISBN 9781613321003 (pbk.) |
ISBN 1613321007 (pbk.)
Copyright © 2018. New Village Press. All rights reserved.

Subjects: LCSH: City planning—Environmental aspects. | City

planning—Social aspects. | City planning—Citizen partici-
pation. | Sustainable development—Citizen participation.
| City children. | Urban youth.
Classification: LCC HT166 (ebook) | LCC HT166 .D384 2018
(print) | DDC 307.1/216—dc23
LC record available at https://lccn.loc.gov/2018035831

Cover design: Lynne Elizabeth

Interior design and composition: Leigh McLellan
Front cover photo credits: Top: Osa Menor and Lunárquiqos.
Bottom (clockwise from top left): Speelwijk, Lynn M. Lickteig,
Lynn M. Lickteig, Gabriela Gonzalez and DaVinci Camp
Summer Institute.
Back cover photo credits: Top: Lens on Climate Change.
Bottom: Growing Up Boulder

Derr, Victoria, et al. Placemaking with Children and Youth : Participatory Practices for Planning Sustainable Communities, New Village Press,
vii
2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/qut/detail.action?docID=5345769.
Created from qut on 2019-08-11 00:29:52.
Copyright © 2018. New Village Press. All rights reserved.

1 Growing Together through

Participatory Placemaking 1 3 Ethics of Participation 29

An International Framework for Ethical Relationships among

Children’s Participation 2 Participants 29
Changing Contexts of Urban Everyday Ethics in Action 35
Planning 4 Ethical Methods of Gathering,
Child Friendly Cities 6 Sharing, and Using Information 45
Methods of Participation 7
Why It Matters 8
4 Understanding Communities
through Background Research 51
Copyright © 2018. New Village Press. All rights reserved.

2 Supporting Young People’s

Secondary Sources 52
Engagement 11
Demographic Data 52
Establishing Programs and Historical Documents 53
Partnerships 12 Maps 54
Implementing Projects 19 Interviews 56
Sustaining Programs 25 Key Informant Interviews 56
Survey Interviews 58
Observations 59
Informal Observations and
“Hanging Out” 59
Behavior Mapping 60

Derr, Victoria, et al. Placemaking with Children and Youth : Participatory Practices for Planning Sustainable Communities, New Village Press,
ix
2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/qut/detail.action?docID=5345769.
Created from qut on 2019-08-11 00:29:52.
x Contents

Photo Documentation 66 Adults Interviewing Other Adults

Photogrids 66 about Children 125
Before and After Photographs 66 Children and Youth Interviewing
Adults and Other Young People 127
Focus Groups and
5 Art-Based Methods 67 Other Group Discussions 132
Focus Groups 133
Drawings 68
Other Group Discussion 139
Variation: Intergenerational
Drawings 73 Photo-Elicitation 141

Murals 73 Activity Diaries 142

Variation: Intergenerational Variation: Aerial Geographic Diaries 144

Mural Making 75 Variation: Sunrise to Sunset 144
Variation: Banners 76 Surveys and Questionnaires 145
Collage 78 Visual Preference Surveys 155
Nicho Boxes 80
Photographic Methods 82 7 Into the City 161
Photovoice 82
Photography with Hesitant Youth 84 Child-Led Tours 164
Leadership among Farmworker Variation: Child-led Tours
Families in Salinas, California 85 through Simulated Environments 167
Photo-Drawing 86 Variation: Town Trails 168
Storytelling and Writing 87 Learning Expeditions 168
Digital Stories 93 Photo-Framing 175
Participatory Video 96 Photogrids 179
Three Dimensional Models 99 Bioblitz Inventories 182
Variation: City as Play 104 Software Applications for
Site Information and Evaluation 184
Role Plays, Dramas, and Puppet Shows 107
Map Making 185
Personscape 108
Area Sketch Maps 186
A Typical Day 110
Copyright © 2018. New Village Press. All rights reserved.

Route Maps 188

Drama 110
Variation: Sound Maps 189
Puppet Shows 114
Variation: Collage Maps 191
Variation: Stream or River Maps 191
6 Interviews, Focus Groups, Mobility Maps 191
and Surveys 115 Community Mapping—
Creating and Using a Base Map 192
Interviews 116
Variation: Explorer Maps 195
Adults Interviewing Children 119
Variation: Three-Dimensional
Variation: Interviews Relief Maps 196
with Puppets 125
Participatory GIS 197

8 Workshops and Pre- and Post-Photographs 263

Community Events 201 Children and Youth as Evaluators 264
Questionnaires 264
Charrettes + Co-Design 202
Working with External Evaluators 271
Variation: Co-Design Youth Manual 207
Aligning Outcome and Evaluation
Child-Participatory Budgeting 211 Measures 273
Child and Youth Presentations 213
Tailor presentation formats to
project goals, structures, and needs 214 11 Putting It Together
Respect young people’s privacy and and Taking Action 277
ownership of their ideas 214
Participatory Schoolyard Design,
Take time to review and rehearse 214 London, Ontario, Canada 280
Prepare the adult audience to be
Designing a Child-Friendly Hospital:
supportive 215
Phila Impilo!, KwaZulu-Natal and
Variation: Young People Speaking Gauteng Provinces, South Africa 286
at Public Events and City Council
Sessions 219 Designing a Child-Friendly
Neighborhood: Dapto Dreaming,
Celebrations 222
New South Wales, Australia 291
Gulliver’s Footprints 224
Promoting Safe Communities:
Futures Festivals 225 Bhopal and Mumbai, India 296
Living Laboratories 227
Great Neighborhoods:
Improving Community Commons 228 Young People’s Perspectives for a
Comprehensive Housing Strategy,
Boulder, Colorado, United States 302
9 Organizing, Analyzing,
Move Around and Play in
and Reporting Ideas 235
The Hague, The Netherlands 309
Reviewing Goals and Identifying Design-Build with Children to
Outcomes 235 Revive Remnant Public Spaces,
Analyzing and Interpreting 235 San Juan, Puerto Rico 314
Expressing Ideas through Young Open Space Planning,
Copyright © 2018. New Village Press. All rights reserved.

People’s Words and Images 244 Boulder, Colorado, United States 319
Compiling Project Ideas into Reports
and Other Formats 245
12 Conclusion 329
Reports Generated by Young People 245
Reporting Back to Young People 253

10 Reflection and Evaluation 257

References 335
Reflection and Evaluation with
Adult Stakeholders 258 Index 349
The Most Significant Change
Technique 261 About the Authors 365

Box 5.2
Box 3.8 Leveling the Playing Field 42 Resilience: Assets and Vulnerabilities 71
Box 3.9 Sample Parent’s Consent Form 47 Box 5.3 Childhood in Kentucky, 1900 to Now 72
Box 3.10 Sample Assent Form 48 Box 5.4 Whittier International Elementary
Box 4.1 Oral History Guides Participatory School, City Values Mural 75
Design: 10 Walks of Burke Park 52 Box 5.5 Lily Yeh’s Participatory Mural Making
Box 4.2 Historical Photographs Can Influence at the Dandelion School 77
Participatory Processes 53 Box 5.6 Collage and Cut-Outs to Engage
Box 4.3 Creating a “Treasure Map” for the Children in Participatory Budgeting 78
Boulder Civic Area 54 Box 5.7 Nicho Boxes to Express What Is
Box 4.4 A Topographic Base Map for the Important to Children 80
Design of a Teen-friendly Park 56 Box 5.8 Nicho Box to Support Children’s
Box 4.5 Mapping Memories of the City 57 Long-Term Health Care 81

Derr, Victoria, et al. Placemaking with Children and Youth : Participatory Practices for Planning Sustainable Communities, New Village Press,
xii
2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/qut/detail.action?docID=5345769.
Created from qut on 2019-08-11 00:29:52.
List of Boxes xiii

Box 5.9 Youth Services Initiative Photovoice Box 6.10 Discussion Groups that Respond
Project—Facilitating Photography with to Conceptual Designs 136
Hesitant Youth 84 Box 6.11 Youth Creating Disaster Recovery
Box 5.10 Photovoice as a Tool to Promote and Resilience Project 141
Environmental Health and Leadership Box 6.12 Only One Question! 149
among Farmworker Families in Salinas,
Box 6.13 Tips for Question Development 149
California 85
Box 6.14 Using Venn Diagrams to Describe
Box 5.11 River of Words—International
a Sense of Connection 150
Art and Poetry Contest 88
Box 6.15 Child Friendly Cities Questionnaire
Box 5.12 Collaborative Book Writing 88
for Kindergarten and Fifth Grade 151
Box 5.13 I Know the River Loves Me, I Know
Box 6.16 Youth Council Action Groups in
Salinas Loves Me 89
Pachuca, Mexico 153
Box 5.14 Youth Voices for Change 90
Box 6.17 Nightlife Action Group 154
Box 5.15 Letter Writing as a Means of Sharing
Box 6.18 Surveys to Assess Elementary School
Young People’s Experiences of the City 91
Accessibility 155
Box 5.16 Using Music Video to Spread the
Box 6.19 Presenting Questionnaire Results 156
Word: Youth Becoming Flood Resilient
Citizen Scientists 92 Box 6.20 Visual Preference Survey for Park
Design 158
Box 5.17 Youth FACE IT, Digital Stories 94
Box 6.21 The Use of Precedents: Parks that
Box 5.18 Lens on Climate Change 97
Flood 155
Box 5.19 Participatory Video for Climate Change
Box 7.1 Education for Civic Life 162
Adaptation and Disaster Risk-Reduction 99
Box 7.2 Envisioning a New Barrio 165
Box 5.20 Learning to Design within a Budget:
Picto-Play 103 Box 7.3 Child-led Tours to Special Places in
Nature 167
Box 5.21 Using City as Play to Invite Inter-
generational Ideas for a Mobile Home Park 105 Box 7.4 Documenting Children’s Movements
about the City 169
Box 5.22 A Personscape Workshop 109
Box 7.5 The Walking Laboratory Tour with
Box 5.23 Shine: Young People Perform for
Young Children 170
Urban Resilience 111
Box 7.6 Guided History Walk in Monterey,
Box 5.24 Performance Art and Co-Design
California 171
to Facilitate Expressions of the City 112
Box 7.7 Local Culture Embodied in Urban
Copyright © 2018. New Village Press. All rights reserved.

Box 5.25 Exploring an Issue through Puppetry 114

Design in the Mission District of San
Box 6.1 Tips for Successful Interviews 118 Francisco, California 172
Box 6.2 Tips for Interviewing Children 120 Box 7.8 Place-based Learning at Boulder Creek 173
Box 6.3 Growing Up in Cities Interviews 124 Box 7.9 An Exhibit of Teenagers’ Spatial Stories
Box 6.4 Children’s Views about Friendly Places 125 in Dublin 174
Box 6.5 Puppet Friends 126 Box 7.10 A Scavenger Hunt Walking Tour 175
Box 6.6 Great Public Places Interview 128 Box 7.11 Photo-framing During the Street
Box 6.7 Interviews to Assess Teen-Friendly Art Workshop 176
Businesses 129 Box 7.12 Bioblitz at Burke Park 182
Box 6.8 Providing Support for Expert Box 7.13 Habitat Mapping 183
Interviews 130 Box 7.14 A Tool for Young People’s Participa-
Box 6.9 Easy Targets: Participatory Interviews tion in Park Evaluation 184
with Undocumented Youth 131

Box 7.15 Sound Map along Monterey Transforming a Trash Dump into
Box 8.17
Coast Trail 190 Community Greenspace 233
Box 7.16 Intergenerational Play Maps 194 Box 9.1 Listing 242
Box 7.17 Exploring the Mobility and Accessi- Box 9.2 Coding 242
bility of Everyday Environments for Box 9.3 Sorting 243
Children with Disabilities in Ontario,
Box 9.4 Sharing Project Experiences: Youth
Canada 199
Written Article in Municipal Newsletter 250
Box 7.18 Putting Kibera on the Map 200
Box 10.1The Most Significant Change
Box 8.1 Co-Design in Auckland 204 Technique 261
Box 8.2 A Child Friendly Play Space in a Busy Box 10.2 Session Feedback 265
Shopping Precinct 205
Box 10.3 Participatory Monitoring and
Box 8.3 Hip Hop Architecture 205 Evaluation Tools for Plan International 268
Box 8.4 Combining Workshops and Social Box 10.4 The “H” Method of Program
Media: #Our Changing Climate 206 Evaluation 269
Box 8.5 Co-Design for Nature Play 208 Box 10.5 Expected Outcomes from Ethical and
Box 8.6 Applying Co-Design in an Applied Effective Practices of Child Participation 275
Science Class 209 Box 11.1 What We Need to Know 282
Box 8.7 Scaling-up Youth Participatory Box 11.2 Site Inventory and Mapping Checklist 283
Budgeting in Portugal 212
Box 11.3Drawing and Survey Methods for
Box 8.8 Guidelines for Experts Working with Kindergarten and Fifth Grade 293
Children and Youth 215
Box 11.4 Children’s Independent Mobility
Box 8.9 Sample Questions Adults Might Ask Survey 294
Young People at the End of a Project 216
Box 11.5 Celebrating Place-based Features 296
Box 8.10 Sharing Ideas to Revitalize a City
Box 11.6 Child Friendly City Assessments 305
Street 217
Box 11.7 Young People Promote Sustainability 307
Box 8.11 A Better Bus Ride for Young Children 218
Box 11.8 Young People’s Influence on Design
Box 8.12 Preparing Young Children for a Visit
and Designers 309
with City Council 221
Box 11.9 Kevin Lynch’s Five Elements of
Box 8.13 The Importance of Comfortable
the City 311
Settings for Young People 222
Box 11.10 Scavenger Hunt Questions 316
Box 8.14 The Landscape Laboratory 228
Copyright © 2018. New Village Press. All rights reserved.

Box 11.11 Open Space and Mountain Parks

Box 8.15 Integrating Play, Design, and Build-
Letter to Junior Rangers 325
ing through an After-School Program 230
Box 8.16 Planting a Forest Garden 232

explore and investigate the world around

them. When children at Boulder Journey children ages 8–9. 54
School wrote their own Charter of Figure 4.4: Children used the “treasure map”
Children’s Rights, they included the
in the classroom as a way to try out spatial
statement that “children have a right to
locations for their design ideas. 54
touch everything, but gently”—such as
this sheet of ice. 33 Figure 4.5: An example of a topographic map
that can be used to generate a base model. 55
Figure 3.2: The 100 languages of children
include drawing, painting, and other Figure 4.6: A model with base map derived
expressions through the arts. 33 from a topographic map to show landscape
features. 56
Figure 3.3: Ethical principles that should guide
participatory programming. 35 Figure 4.7: Detail of the topographic model
(Figure 4.6) showing zip line, climbing
Figure 3.4: Children sign their rules for fair
rock, picnic area, and landscape features. 56
and ethical practice with their handprints. 37

Derr, Victoria, et al. Placemaking with Children and Youth : Participatory Practices for Planning Sustainable Communities, New Village Press,
xv
2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/qut/detail.action?docID=5345769.
Created from qut on 2019-08-11 00:29:52.
xvi List of Figures

Figure 4.8: A screen shot of the Boulder oral Figure 5.5: Favorite childhood places in the
history map, with a link to a woman’s past. Given the importance of quilting in
recollection of growing up in the 1930s Kentucky culture, Annette Cable, the artist
and 1940s, and a photograph of the Mickey who rendered older residents’ memories,
Mouse children’s band parading down assembled her illustrations like bright-
Pearl Street. 57 colored quilt squares bordering a
Figure 4.9: Sample data sheet for recording
Portland map. 72
behavior observations. 63 Figure 5.6: Children painting a group mural

Figure 4.10: Compiled behavior map showing

that reflects what they care about in the
all observations, using symbols to denote city. This mural was generated as part of
different types of activities. 63 a resilience project with primary school
students. 75
Figure 4.11: A behavior map showing average
numbers of child visitors to the parks Figure 5.7: When young artists painted

observed. 64 elements of a child-friendly community,

they wanted nature and free movement
Figure 4.12: A behavior map showing average
through city settings, but, above all, they
numbers of youth visitors to the parks
valued friendly places, friendly people, and
observed. 65
sharing love with their friends and families.
Figure 4.13: A behavior map showing average Here they began by placing the word
numbers of adult visitors to the parks “amor,” love, at the center of a mural. 76
observed. 65
Figure 5.8: Participatory budgeting in San Juan:
Figure 5.1: Children can draw pictures to help Collage of images of magazines and prints,
identify issues in their community. In this prepared with residents of the community. 78
drawing, children identified kidnapping
Figure 5.9: Participatory budgeting in San Juan:
(top), fighting (middle). The bottom drawing,
Board prepared with a basic architectural
showing nature and children playing can
plan, along with cut-outs of urban furniture
be translated as: “This is the Pachuca that
and play areas. Children glued the cut-outs
children want: a world without discrimi-
on the board and added drawing and writing. 79
nation, bullying, or delinquency.” 70
Figure 5.10: One of several renderings that
Figure 5.2: Drawing as a reflection tool for
architectural students made, based on
what young people learned through the
children’s collage boards for an area. 79
participatory process. In this drawing
the child writes that before the participatory Figure 5.11: The nicho box at left reads:

process, she was very shy and did not have “I am a ‘red lion’ because of my red hair.
very many friends nor feel confident My favorite places to spend time are Valmont
Copyright © 2018. New Village Press. All rights reserved.

interacting with adults. After the process, Bike Park and the skatepark.” The “Me and
she feels more comfortable, interacting with Nature” box at right with mirror and
people of different ages and from different animal figurines represents the child
places. 70 amidst the natural world. 80
Figure 5.12: Identity drawing with mirror:
Figure 5.3: One student drew the flood, a
natural disaster which had affected the city This boy said that his box showed “that
of Boulder two years prior, as a vulnerability. children are important here on earth.
This drawing depicts aerial views of homes You can place important things in your life
surrounded by water, as the child experi- around you. This reminds you of who
enced during the storm. 71 you are despite your illness.” 81
Figure 5.13: Photovoice exhibit opening. 84
Figure 5.4: This student drew many types of
vulnerabilities, including car fumes, loud Figure 5.14: Example of a photo-drawing by
parties, dark places, and stinging bees. 71 Cyrena at Boulder Journey School. This
photo annotation read, “Cyrena called the

Boulder Museum of Contemporary Art and repurposed materials to build the

‘Painting Land’ and added beautiful colors model of a child-friendly, sustainable
and paintings to the outside.” 87 neighborhood. The model also shows use
Figure 5.15: This collaborative book shared
of repurposed and creative materials,
stories about Mexican children’s adventures including toilet paper tubes, recycled
to parks, nature, and other places (left). cardboard, recycled juice cartons, and lids. 101
Each child wrote an individual story, such Figure 5.26: This model for a teen-friendly park,
as about a picnic to a park (right). 88 designed by youth aged 11–13, began with
Figure 5.16: Youth generated comics to express
a pre-printed base map, rendered for
their experiences of the city. In this featured simplicity. 101
annotation, youth describe their fears for Figure 5.27: This model for a public space
biking in the city. 90 design used a pre-printed base map
Figure 5.17: A letters from children in Mexico
showing streets and building outlines. 101
City to children in Tepoztlán, sharing their Figure 5.28: When youth, aged 11–13, designed
experiences of the city. In this letter, the child a public space, they worked within a budget
says that in her neighborhood, Coyocán, of 30 dots. Each icon had a scaled number
there is much air pollution because of cars, of dots to represent the relative expense. 103
but there are also trees. The child says she Figure 5.29: This model, developed by 11-
would like to change the world, but how? to 12-year-old girls, created a “sanitation
She asks if there are many cars where her station” and homeless services in a
pen-friend lives. 91 prominent public space. The youth chose
Figure 5.18: Letter exchange from Tepoztlán to label their model with numbers and
child to Mexico City children. In this letter a key. 104
the child from Tepoztlán says she likes to Figure 5.30: Residents of Ponderosa Mobile
play with her dolls, she has many friends, Home Park engaged in City as Play in an
and she likes to sing a lot. 91 open space among their homes. 105
Figure 5.19: The Gadsden Creek context for Figure 5.31: Residents shared ideas across
a music video about development and generations for their vision of the
environmental racism. 92 redeveloped site. 105
Figure 5.20: Making a music video requires Figure 5.32: Youth as ancient plants and
practice and preparation. In this image, youth animals and the Sun in a performance of
stand next to receding flood-waters in their Shine for scientists and the general public
neighborhood as they rehearse the video. 93 at the National Center for Atmospheric
Figure 5.21: Storyboard template. 95 Research in Boulder, Colorado, in June
Copyright © 2018. New Village Press. All rights reserved.

Figure 5.22: Youth selected topics to research

of 2015. 111
related to climate change. In this case, youth Figure 5.33: A rendering of rubbish bins de-
interviewed farmers and climate scientists as signed in collaboration with children to
they investgated the links between ranching, make the street more fun and cared for. 113
water, and climate change in “Snow to Steak.” 97 Figure 5.34: Children asked for the landfill
Figure 5.23: Youth can engage in all aspects of bin to have more “teeth” since it is less
video production, from interviews and film environmentally-friendly than the other
footage to editing. 97 disposal bins. 113
Figure 5.24: This “found object” model was Figure 5.35: Puppetry can help children
made from natural materials scavenged speak about awkward subjects. 114
from a school playground. 100 Figure 6.1: In the Growing Up in Cities
Figure 5.25: This model was constructed by program, interviewers asked children to
8- to 9-year-olds. They generated a hand- talk about maps, drawings, and activity
drawn base map and then used recycled diaries that they created. At a program site

in India, a staff member from a local organi- asked children individually about each
zation interviews a boy about how he uses question and wrote responses on the forms.
and experiences his local environment. 124 This survey was used with the fifth graders. 151
Figure 6.2: By speaking through their puppets, Figure 6.13: Pre- and post- project responses
children in the Phila Impilo! project were to the statement: “The government asks me
able to express their experiences in hospitals my opinion about my life or community.” 156
and other settings for long-term care. 126 Figure 6.14: Community-specific visual surveys.
Figure 6.3: Two teens review their notes after These images were taken from different parks
interviewing a business owner about teen- in the City of Boulder to represent parks that
friendly practices. 129 children would know, where they could
Figure 6.4: Three teens work as a team to inter-
respond to the play value in each. 157
view the owner of a local business and video- Figure 6.15: Generic visual surveys: These
tape the session for a short documentary. 129 images were assembled from parks in
Figure 6.5: A letter from an established adult
Denmark and Sweden and were used as
can help provide legitimacy and facilitate examples to stimulate discussion about
positive youth research. 130 play preferences and design. 157
Figure 7.1: Kindergarten students in the
Figure 6.6: A middle-school focus group
discusses ways to change policy so that Cottonwood School of Civics and Science
they can have more free time during lunch. are taking their first trip to Oaks Bottom
The image illustrates some focus group to tour the refuge. They will come back in
principles: a group of five students, with a early winter to plant native shrubs with
facilitator and recorder in a comfortable 7th/8th graders, in the spring to maintain
setting within the school. 133 the plantings, and in later spring to learn
about pond ecology and life cycles. 162
Figure 6.7: In this focus group, youth (ages
10–11) brainstormed various impacts on Figure 7.2 Child-led tours can be by bike if

ocean health and discussed them as a group. young people prefer. In this case, youth in
Then each student used sticky dots to Frankston, Australia, led adult researchers
identify the issue they were interested in to a special cycle track they had constructed,
learning most about as a way to shape and they lobbied the City Council to
future engagement in a school coastal safeguard it. 164
stewardship program. 135 Figure 7.3: Images of streets on the walking

Figure 6.8: Sample worksheet for focus group

tour, and children’s drawings overlain. 165
feedback, which included renderings, emo- Figure 7.4: Aboriginal children in Cherbourg,
tions for circling, and written feedback. 137 Australia led researchers to favorite places
Copyright © 2018. New Village Press. All rights reserved.

Figure 6.9: On “expert day,” experts in land-

in their community. 167
scape architecture, public art, public works, Figure 7.5: Young people from Nairobi’s
and the mobility needs of the elderly visited informal settlement, Kibera, visited other
a classroom to hear students’ initial pro- communities as a way to gain inspiration
posals to revitalize a commercial corridor for their own. The grassy field in a neigh-
near their school and to discuss how their boring community inspired a playing
ideas could be realized. 140 field in their own settlement. 169
Figure 6.10: A sunrise-to-sunset timeline that Figure 7.6: A boy exploring a ditch on the
can illustrate the activities of different groups Walking Laboratory tour of a city street. 170
in a village or urban neighborhood. 145 Figure 7.7: A guided walk to explore San Fran-
Figure 6.11: “Me and Nature” Venn diagram. 150 cisco’s Mission District with Latinx youth. 172
Figure 6.12: Two versions of this two-page Figure 7.8: Youth explored storefronts, fruit
survey were used to interview children in markets, restaurants, murals, and signs. 172
kindergarten and fifth grade. An adult

Figure 7.9: Youth playing a food-web game, taken all their pictures, it was also used to
which identifies plants and animals who live systematically compile their images. 179
at the creek and depend on each other for Figure 7.18: Example of a photogrid that is
food, shelter, or space. 173 marked digitally and then printed. This
Figure 7.10: Teenagers placing temporary signs map was printed on the reverse side of the
around their neighborhood as commentary instruction sheet and given to each student
about how they feel in public space. This group. Each group carried the map and
sign reads “Smell that fresh air,” jokingly instructions and made notes directly on
referring to the bad smell from inner city the grid as they walked and took pictures. 179
horse stables used to support carriage rides Figure 7.19: Photogrid note-taking. Having a
throughout Dublin. 174 designated note-taker allows young people
Figure 7.11: Teenagers often do not feel wel- to focus on site evaluation and photography.
come in public space. Teenagers in Dublin If you do not have enough adults to serve
hung “please loiter” and other signs to chal- in this role, young people can take turns so
lenge a tendency by police to move them that each person has the opportunity to take
along when they gather in groups to pictures that reflect their own assessment
socialize. 174 of the site. 180
Figure 7.12: Photo-framing, showing a boy Figure 7.20: Photogrid assemblage. This large-
photographing public-space elements that scale base map was used both to introduce
he likes through a green frame. 175 the method (Figure 7.17) as well as to
Figure 7.13: Working in pairs helps participants
compile all student images in a single
manage frames, camera, and data sheets. location. Students annotated their photo-
It is often easier to frame the desired image graphs to explain what each picture
if one participant holds the frame while reflected from their evaluation of the site.
the other takes the picture. 177 The assembled photogrid was then shared
at a community event. 181
Figure 7.14: Sample data sheet for photo-
framing. This example was used in trans- Figure 7.21: Photogrid annotations made

portation planning and asked students to digitally using PowerPoint software. 181
identify aspects of transportation according Figure 7.22: This treasure map (see Chapter 4)
to the six categories. The pictures could be was annotated with student ideas after a
framed red or green, depending on each photogrid exercise. 181
person’s experience with that element. Figure 7.23: Young students summarized their
The data sheet contained a check mark as findings from a bioblitz by labeling what
well as a space where young people could they found on a base map. Annotations
write why they took each picture. 177
Copyright © 2018. New Village Press. All rights reserved.

included: “we saw scat,” “we found a lot of

Figure 7.15: When planning a city park, youth bulrush,” “wildlife tunnel,” “we want more
were given green and red frames to evaluate willow trees,” “we like how wildlife lives
the existing physical space. Then they were here,” “we don’t like that the fish were
given yellow-framed papers to draw what dumped here,” “wasp nest the size of a
they wanted to add to the space. 178 soccer ball!!,” and “a web that was covering
Figure 7.16: A photo-framing collage of
the tree.” 182
open-space images. 178 Figure 7.24: Map of an 8-year-old girl’s home

Figure 7.17: Photogrid. The base map was

area in Cherbourg, Australia. This map
made by printing a large-scale map and combines partially elevated oblique views
mounting it on foam. String and push pins of important buildings with an aerial
were used to mark the grid intervals. The view of the roadway. 187
large map was used to introduce youth to Figure 7.25: Map of Cherbourg in Queensland,
the method and for them to identify familiar Australia by an 11-year-old girl. Using an
landmarks on the map. When students had aerial view, this map covers the central

streets, buildings and other town elements Figure 8.3: Children writing responses to
around the girl’s home. 187 design possibilities for the public square
Figure 7.26: A route map by a 9-year-old girl
in Auckland. 204
that shows her favorite places to go in her Figure 8.4: Multiple generations sketched
town of Dixon, New Mexico. 188 their favorite nature experiences from
Figure 7.27: In a variation of sound mapping,
childhood and placed them on this
children in Boulder, Colorado visited a Urban to Wilderness continuum. 208
parcel of land slated for development as Figure 8.5: Graphic facilitators draw what
a city park. Children led each other on people want to see and experience in a
blindfolded sensory walks within the site, place through the Co-Design Method. 208
in order to use their senses of hearing and Figure 8.6: Habitat inventory sheet that sum-
touch. Many children heard prairie dogs, marizes student findings of campus ecology
and, in their imagined playgrounds, drew in relation to local ecology as part of a
tunnels that could mimic the prairie co-design process. 209
dogs’ underground networks. 189
Figure 8.7: “Fill the Ecological Pie” worksheets
Figure 7.28: The coast trail includes views of for existing and imagined future conditions. 210
the wharf (left), commercial buildings
Figure 8.8: Sharing the co-design drawing
(middle), and the bay itself (right). 190
with classmates. 210
Figure 7.29: A sound map constructed by
Figure 8.9: Final result of schoolyard habitat
an 11-year-old. 190
co-design process. 210
Figure 7.30: An example of a mobility map. 192
Figure 8.10: A team of students present their
Figure 7.31: Youth annotated a street map with proposal for public funding to improve
yellow happy faces and red sad faces to sports facilities. The proposals that go
represent their experience of the city in the forward are decided by a youth vote. 212
Growing Up in New York City initiative. 193
Figure 8.11: Seniors and students in front of
Figure 7.32: Detail of first generation play map a large street map that shows their ideas
showing where grandparents played when for an improved pedestrian experience
they were growing up in the Setagaya on a local street corridor. 217
Ward of Tokyo in the 1930s, when there were
Figure 8.12: During a final project presen-
still large green fields and safe streets. 194
tation, a student indicates where his
Figure 7.33: An explorer map generated from group placed their ideas on a base map
Google Maps and GIS that gives young of the street they were evaluating. 217
people just enough information to find a
Figure 8.13: Elementary school students
place that invites further investigation.
Copyright © 2018. New Village Press. All rights reserved.

present their ideas for the Civic Area to

This map was drawn by an 11-year-old
Boulder City Council. 220
after his exploration along an urban creek.
The typed annotations provide the Figure 8.14: Open house celebration. This
explorer’s comments. 195 park-planning project was celebrated at a
school-wide open house, where children
Figure 8.1: This concept drawing integrated
and youth shared their ideas for redevelop-
many children’s ideas for a park and play-
ment of a neighborhood park with park
ground redesign. This drawing was brought
staff, neighborhood residents, families,
back to young people and was showcased
and the school community. 222
at a community open house to represent
children’s design intentions. 203 Figure 8.15: An example of a certificate to
acknowledge young people’s contributions. 223
Figure 8.2: Children playing in the public
square as part of a Child-Friendly Audit. 204 Figure 8.16: Celebration of playground
opening. Project funders, city leaders, and
project participants were invited to an after-

noon celebration for the opening of a play- ensure that the redevelopment of the city’s
ground that had been part of a participatory Civic Area would include child-friendly
design process. Project leaders gave short elements. Each master plan element that
speeches and the local news interviewed the young people recommended is labeled,
mayor, project leaders, and children. 223 and the number of dots represents whether
Figure 8.17: Two years after elementary school
it was requested by one, two, or three of
students in Boulder, Colorado made sug- the different age groups. 236
gestions for the redevelopment of the city’s Figure 9.2: Annotation showing how young
Civic Area—including features for a new people’s initial images and ideas were
pedestrian bridge—students were invited integrated into the concept plan for a
to attend the bridge’s opening. The students school grounds. 237
were the first participants to cut the ribbon Figure 9.3: In this Map of Good Memories,
and cross the bridge. 223 participants marked places in the city that
Figure 8.18: During their evaluation of a city bus they associated with happy memories with
line, second graders recommended a bench green stickers, places that needed improve-
at the bus stop near their school. A few ment with orange stickers, and unfamiliar
months later, the Department of Transporta- places with pink stickers. Simple counts
tion invited them to show up at the bus stop show how often each category of stickers
at a specified day and time. Within minutes, was associated with each place. 238
a city facilities truck pulled up and workmen Figure 9.4: A graph visually summarizes data
unloaded and installed the bench. The bench from Table 9.1 and helps people under-
displays a plaque thanking the children for stand the frequency of an idea or
their input. 223 recommendation. 240
Figure 8.19: Children experimenting with loose Figure 9.5: A pie chart that summarizes data
parts in the Landscape Laboratory. 228 from Table 9.1. Pie charts make data easily
Figure 8.20: Children and designers co-created understandable through visual means and
a graffiti art wall in the inner-city neigh- help people to understand frequencies
borhood of Segbroek, the Hague, a case and relative proportion of ideas. 240
featured in Chapter 11. 229 Figure 9.6: This word cloud shows coded ele-
Figure 8.21: At the Sankt Hansgården after- ments as well as the original ideas and words
school program, children from Lund play generated by young people from Table 9.1.
with natural and scrap building materials Thus the word cloud visually portrays the
as well as participate in ecological design. 230 frequency themes through the size of the
Figure 8.22: Children who help construct
fonts but it also retains the initial words,
which helps to maintain the authenticity of
Copyright © 2018. New Village Press. All rights reserved.

buildings leave their handprints, as on

the blacksmith workshop (top and bottom young people’s ideas. There are a number
left detail) and chicken coop (right). 231 of free resources to generate word clouds
available through the internet. 241
Figure 8.23: Children watering herbs in the
community garden that they created for Figure 9.7: Data can be presented using a

their housing development. 232 combination of visual images, numbers,

and words that combine children’s images
Figure 8.24: Volunteer high school students
with data from Table 9.1. 241
help pre-schoolers plant their school
garden in Puebla, Mexico. 233 Figure 9.8: In the open space planning examples
(Boxes 9.1–9.3), youth expressed an interest
Figure 9.1: This annotated map created for
in natural views and wanted to reduce con-
Growing Up Boulder represents ideas that
flicts between housing developments and
three different groups of young people
nature experiences on public lands. This is
(ages 8–9, 11–13, and 15–16) generated
most readily understood through the
during a year-long participatory process to
combination of images and words, and this

pairing of information can be used in any about an evaluation question. They place
presentation of ideas, from posters to X marks or sticky dots along the 0–10 axis
websites or final reports. 244 to vote. 270
Figure 9.9: “We want parks for teens, too. . . Figure 11.1: Urban heat image. Light areas
I am so tired of moms yelling at me!” When show areas of higher urban heat; darker
teens were evaluating parks in Boulder, areas show lower temperatures associated
Colorado, some commented on how there with vegetation. 281
were no parks for them. This became a Figure 11.2: Urban heat image. Youth demon-
recommendation that resonated with strated the contrast between body tempera-
many teens. 244 ture (dark areas) and the heat of concrete
Figure 9.10: A sample poster summarizing (light areas). 281
young children’s ideas about the value of Figure 11.3: Students developed base maps and
urban trees and forests. 246 inventories of existing conditions as a way
Figure 9.11: A poster that summarizes threats to to learn about and evaluate the existing
children’s safety and conditions that promote school grounds. 283
safety in one of the communities in the Safe Figure 11.4: The base map provided just
Community Program in Mumbai, India. 247 enough outline of buildings and landscape
Figure 9.12: This excerpt from Growing Up features for students to add in their own
Boulder’s Great Neighborhoods Report observations. 283
shows the integration of a child’s statement Figure 11.5: Sample behavior mapping exercise:
(top), recommendations by different age the data sheet was used to record date and
groups involved (middle), and representative time of day, as well as play activities by
images associated with the recommendations gender, grade, and location on the map. 283
(bottom). With an explanatory caption,
Figure 11.6: Sample behavior map: students
it could also be turned into a poster. 247
recorded their observation codes onto the
Figure 9.13: What We Liked—excerpt from the base map based on observations recorded
Growing Up Boulder 15-minute Neighbor- on the data sheet (Figure 11.5). 284
hood report generated by Casey Middle
Figure 11.7: Final plan as drawn by the project
School youth. 248
facilitators. 284
Figure 9.14: What We Didn’t Like—excerpt
Figure 11.8: Rendering to show anticipated
from the Growing Up Boulder 15-minute
playground design. 285
Neighborhood report generated by Casey
Middle School Youth. 248 Figure 11.9: The children create collages that
reflect their personal strengths. 289
Figure 9.15: A child-generated report
Copyright © 2018. New Village Press. All rights reserved.

developed by 10- to 11-year-olds. 249 Figure 11.10: Tree of Life mural. 289
Figure 9.16: Excerpt from a newsletter written Figure 11.11: A sample puppet friend. 289
by youth about their participation in a Figure 11.12: Creating the composite fabric
planning project. 250 painting about hospital experiences and
Figure 9.17: #Our Changing Climate’s “see, beneficial services and facilities. 290
snap, share” interactive interface. 252 Figure 11.13: Kindergarten children drew
Figure 10.1: School ground in London, Ontario, pictures of favorite and disliked places in
Canada, before participatory design and their town prior to interviews about these
redevelopment. 263 places. 293
Figure 10.2: The same school ground after Figure 11.14: Indicators of child friendliness
it was turned into an area for nature play. 263 were developed to guide children’s work-
shops and recommendations for the new
Figure 10.3: A sample template for the H Method.
neighborhood design. 295
Young people place sticky notes on different
sections of the H to express their thoughts

Figure 11.15: Children and project facilitators Figure 11.29: Tilburg Stokhasselt: Electric
discuss the site on a guided tour. 295 boxes were used by children during the
Figure 11.16: On a transect walk, children
guided tours as navigational and play
demonstrate how they scale a wall to objects (See Chapter 2). These were then
access the local dumpyard for play. 298 painted to purposefully indicate play routes
and alert motorists to children’s presence. 313
Figure 11.17: Children mapped safe and
unsafe spaces in their communities. 299 Figure 11.30: Tilburg Stokhasselt: Colorful
play routes designate safe walking routes for
Figure 11.18: Photographs from transect walks
children, such as these bright orange metal
and mapping activities were combined to
tunnels. 313
show spatial locations of safe and unsafe
spaces in the neighborhoods. 300 Figure 11.31: “Play Carpet 1”: a running track
to enliven and add color to dense housing
Figure 11.19: Primary school students visited a
with few play spaces. 314
model housing development as a way to learn
about features of neighborhood design. 304 Figure 11.32: The running track (Figure 11.31)
was inspired by a walking tour in which
Figure 11.20: Model neighborhoods were
children ran through narrow corridors. 314
developed using repurposed and recycled
materials, including juice containers, Figure 11.33: Zwijndrecht Vogelbuurt: One

straws, and cardboard boxes. 305 of the balance zones along an edge of the
neighborhood. 314
Figure 11.21: Secondary students visited the
university design studio to provide feed- Figure 11.34: The children evaluate La Perla

back and suggest revisions to master plans on their photographic scavenger hunt. 315
and design concepts. 306 Figure 11.35: Children hung their scavenger

Figure 11.22: One of the university design

hunt photographs at the start of the design
teams conceptualized a design that would workshop. 316
facilitate play spaces that promoted safety, Figure 11.36: The stairway that doubled as
exploration, nature, and privacy. 306 a section of an amphitheater. 317
Figure 11.23: Guided tours help identify ques- Figure 11.37: Measuring the foundation for
tions such as “where can children safely Luigi’s Stair. 317
cross the street?” and “how do children Figure 11.38: Luigi’s Stair, completed. 317
use urban amenities for play?” 310
Figure 11.39: Club Vista Mar before
Figure 11.24: Five navigational elements chil- construction. 317
dren identified within their neighborhoods
Figure 11.40: Club Vista Mar during
(based on Kevin Lynch’s The Image of
construction. 318
Copyright © 2018. New Village Press. All rights reserved.

the City). 311

Figure 11.41: The finished clubhouse. 318
Figure 11.25: Children annotated maps to show
places they play, routes, and landmarks. 312 Figure 11.42: The design added opportunities
for active play and climbing. 318
Figure 11.26: In workshops, children and
families generated new ideas for areas by Figure 11.43: Children drew the insects they
drawing their ideas and adding them to observed on their school grounds, as in
neighborhood maps. 312 this praying mantis. Their enthusiasm for
learning about these insects became the
Figure 11.27: Children and families voted
inspiration for further exploration into
on a series of proposed routes and design
city parks. 320
concepts. 312
Figure 11.44: Young children learned a bug
Figure 11.28: Tilburg Stokhasselt: Flags and
song prior to exploring insect habitat. 321
playmarks indicate direction along children’s
walking route in a neighborhood with very
few discernable landmarks otherwise. 313

Figure 11.45: To develop the bug care book, Figure 11.50: Many visitors to the Family Day
children developed storylines and wanted to see wildlife habitat protected
illustrated the book with a combination and enhanced. 323
of pictures and drawings. 321 Figure 12.1: Children developed models for
Figure 11.46: In the co-design process, an inclusive environment of participation
Junior Rangers shared their visions of an for a public space project along Boulder
ideal day in open space. 321 Creek, with tree houses for viewing nature
Figure 11.47: As a result of the co-design
and where everyone would feel welcome. 332
process, Junior Rangers also collectively Figure 12.2: Children’s playfulness. On a neigh-
discussed how open space could be borhood walk, this boy holds his nose in a
redesigned to accommodate different playful gesture next to the dumpster while
types of user experiences. 322 using the photoframing method
Figure 11.48: Junior Rangers developed
(Chapter 7). 332
recommendations through a focus Figure 12.3: Children’s playfulness. Later on
group discussion. (See Chapter 6). 322 this same walk, children took a break from
Figure 11.49: To prioritize recommendations
evaluating the city to try out new play
during the focus group, Junior Rangers equipment they encountered along the way. 332
were each given three sticky dots to vote Figure 12.4: The Growing Up in Cities project
for their top three choices. 322 was like a dandelion head; its goal was to
blow seeds of participation all over the
world. 333
Copyright © 2018. New Village Press. All rights reserved.

tables

Table 2.1: Potential Sources and Expenses for Table 9.1: An overview of the three steps
Program Administration 18 involved in coding and sorting sets of
qualitative data. 239
Copyright © 2018. New Village Press. All rights reserved.

Table 2.2: Sample Stakeholder Analysis 20

Table 10.1: The K-W-L Method of reflecting
Table 6.1: UNICEF’s Child Friendly Cities Initia-
tive and UNESCO’s Growing Up in Cities on a single activity. Examples from student
program have both developed frameworks responses are from a lesson about the
for young people to evaluate their cities, natural history of a park that would be
from their own perspectives. This table redesigned. 265
combines frameworks for evaluation used Table 10.2. Aligning Outcome and Evaluation
in both contexts. 147 Measures 273
Table 7.1: Sample Data Sheet for Photo- Table 11.1: Summary of Case Studies 278
Framing. This example from open space
planning shows image numbers and notes
that Junior Rangers recorded during a
photo-framing activity. 177

Derr, Victoria, et al. Placemaking with Children and Youth : Participatory Practices for Planning Sustainable Communities, New Village Press,
xxv
2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/qut/detail.action?docID=5345769.
Created from qut on 2019-08-11 00:29:52.
Copyright © 2018. New Village Press. All rights reserved.

director of the Children, Youth and Environ- Frank, Alex Zinga, Alexis Moreno, and Allison
ments Center at the University of Colorado is Bayley. Within the schools, our steadfast part-
foremost among them. When Willem van Vliet ners have included Deidre Pilch, Leslie Arnold,
and David Driskell converged in Boulder, they Kiffany Lychock, Sam Messier, John McClus-
conceived the Growing Up Boulder program, key, Peter Hegelbach, Jennifer Douglas Larsson,
which was launched in 2009 and which has Lester Lurie, Jacqueline Esler, Cathy Hill, Tamar
involved all three authors of this book. With- van Vliet, Lisa O’Brien, Cheryl Spears, Kate
out their vision and early leadership, this book Villarreal, Alysia Hayas, Vicki Oleson, Lauren
would not be possible. Weatherby, Ellen Hall, and Jasmine Bailon. At
The list of partners and supporters in Grow- the University of Colorado, Boulder, we thank
ing Up Boulder’s work is very long and grows Brian Muller, Nate Jones, Alea Akins, and the
with every project. Former Colorado State Sen- Outreach and Engagement team. Also, Lynn
ator Dorothy Rupert believed in Growing Up Lickteig and Stephen Cardinale have brought

Derr, Victoria, et al. Placemaking with Children and Youth : Participatory Practices for Planning Sustainable Communities, New Village Press,
xxvii
2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/qut/detail.action?docID=5345769.
Created from qut on 2019-08-11 00:29:52.
xxviii Acknowledgments

many of Growing Up Boulder’s projects to life The idea for writing this book began when
through their skilled and artful photography. Victoria (Tori), Louise, and Mara all were work-
Many students and volunteers have contributed ing together in Boulder, as part of the Growing
directly to the projects featured in this work, Up Boulder program, and when Tori planned to
including Katherine Buckley, Kate Armbruster, start a new position at California State University
Pier Luigi Forte, Ilaria Fiorini, Flaminia Martufi, Monterey Bay, which would provide the space
Nathalie Doyle, Gianni Franchesci, Erin Hauer, and time for completing a work of this kind.
Maggie Fryke, Anna Reynoso, Nathan Brien, Tori thanks Louise, Willem and Mara, for
Ildikó Kovács, Alessandro Rigolon, Simge Yil- inviting her into the fold; Georgia Lindsay for
maz, Erica Fine, Corey Lunden, Jake Accola, her friendship and scholarly encouragement;
Emily Tarantini, Steve Sommer, Morgan Hu- Emily Tarantini for her good humor, can-do
ber, Alyssa Rivas, JoAnna Mendoza, Sarah Bar- attitude, and graphics support; Jordin Simons for
tosh, Aria Dellepiane, Erika Chavarria, Jason her smiles, interest, and helpful suggestions; and
Green, Will Oberlander, Hannah Sullivan, Jackie Yolanda Corona Caraveo and Tuline Gülgönen,
Cameron, Claire Derr, Darcy Varney Kitching, for their friendship and enriching collegiality
Danica Powell, Ann Moss, Andrea Rossi, Aileen from Mexico. Tori also thanks the students from
Carrigan, and Lori Carlucci. California State University Monterey Bay’s envi-
Through our work promoting children’s ronmental studies’ research methods course and
participation around the world, we have found the participants at the children’s participation
many kindred spirits, whose work and ideas also workshop at the National Autonomous Univer-
are featured in this book: Giovanni Allegretti sity of Mexico for their enthusiasm and thought-
and Marco Meloni, Jorge Raedó Álvarez of Osa ful feedback as we developed this book. And
Menor and Fabiola Uribe of Lunárquiqos, Jackie finally, Tori especially thanks Jeff and Eli for their
Bourke and Dorothy Smith, Sudeshna Chatter- understanding, patience, and encouragement—I
jee, Yolanda Corona Caraveo and Tuline Gül- write so much better with the fullness of heart
gönen, Corrie Colvin and Kelly Keena, Illène that comes from having you in my life.
Pevec, Omayra Rivera Crespo and her team at Louise thanks Roger Hart and Leanne Riv-
Taller Creando Sin Encargos, Patsy Eubanks lin for their influence and support ever since
Owens, Stanley King and Susan Chung, Matt she embarked on the study of children’s envi-
Kaplan, Isami Kinoshita, Merrie Koester, Angela ronments long ago, her doctoral students from
Kreutz, Janet Loebach, Beth Osnes, James Rojas, whom she has learned so much, and the many
Marjan Verboeket and Marjan Ketner, Sue Wake, dedicated activist academics and child advocates
Copyright © 2018. New Village Press. All rights reserved.

Karen Witten, and Penelope Carroll. who have made this an inspiring path to follow,
Former GUB intern Emily Tarantini directly including my coauthors on this book. It is also a
contributed to the book through graphic design privilege to be surrounded by the large Growing
of many images. Ben Harden helped generate Up Boulder network of design faculty and stu-
maps for Chapters 4 and 7. Hope Arculin at the dents, city staff, local teachers, and community
Carnegie Library for Local History, Boulder, volunteers who are constantly inventing new
Colorado, and Nathalie Andrews at the Port- ways to bring children’s voices into city planning
land Museum in Louisville, Kentucky, were in- and design. To Gene, my appreciation for his
strumental in helping secure images from their steadfast encouragement as I pursue my fused
archives. The oral history in Chapter 4 was ac- commitments to children, nature, and cities.
cessed from Carnegie Library for Local History, With this book completed, I am happy that he
Boulder, Colorado, with thanks to Cyns Nelson. and I will have more time to enjoy the nature and
city around us together.

Derr, Victoria, et al. Placemaking with Children and Youth : Participatory Practices for Planning Sustainable Communities, New Village Press,
2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/qut/detail.action?docID=5345769.
Created from qut on 2019-08-11 00:29:52.
Another random document with
no related content on Scribd:
230. Pascual de Gayangos. Cartas y Relaciones de Hernán Cortés al
Emperador Carlos V. París. 1866. Pág. 196.
231. Op. cit., pág. 166.
232. Op. cit. pág. 137.
233. Op. cit. pág. 255.
234. A. H. Keane. Central and South America. 1878. Sayce. Science of
Language. 1886. A. H. Keane. Indians Americans. 1903.
235. P. Sagot. Vocabulaire Francais—Arrouge. Paris. 1882.
236. Hernhutes de Zittau.—Vocabulaire Arrouge—Allemand. Paris. 1882.
237. Th. Schulz. Grammaire Arrouge. París. 1882.
238. R. Breton. Op. cit.
239. Raymond Breton. Op. cit.
240. Voyage du Pere Labat aux isles de l’Amerique. La Haye. 1724. En el t. 2°
p. 123 dice: “Ils reconnoissent du moins confusement deux principes, l’un bon et
l’autre manvais.” J. Ballet. Les Caraibes. Congrés intern. des Americanistes. Nancy.
1875 t. 1° pág. 433.
241. Revue des Deux Mondes. S. Champlain.—Voyages et Descouvertry. París.
1620.
242. La ou francesa tiene sonido de ú española.
243. Ihering.—Prehist. de los indo-europeos. Madrid. 1896.
244. Schleicher.—Jahrbücher fur Nationalokonomie.
245. Diario de bitácora de Cristóbal Colón del primer viaje.—Anotación del
Domingo 16 de Diciembre de 1492.
246. Edición de Viena, tipografía imperial y real de la Corte.—1868.
247. Pedro Mártir de Anglería. Década II. cap. IV.
248. Véanse estas palabras indo-antillanas en el Vocabulario.
249. Guayama—Gua-yara-ma: gua, este; yara, sitio; y ma, grande. Este sitio
grande.
250. Canuy—Canua-ní: canua, canoa; ní, agua. Es decir, canoa y agua. Hoy
sintetizamos la idea en el español pasaje.
251. Guanajibo—Gua-sabana-ní-abo: gua, he aquí, na, por sabana, llano; ji,
por ní, agua; bo por abo, lugar. He aquí un lugar llano con agua. Como si di
dijéramos: Buen sitio de labranza. Una de las ideas principales del boriqueño era
buscar en la isla buenos sitios donde sembrar sus yucubías y sus ajes y batatas. Así
como elegir los lugares de agua abundante para sus baños, después del juego de
pelota.
252. Según el moderno viajero doctor Crévaux, también los tarumas, trios,
rucuyús, apalais y carijonas llaman al agua tuna. Y según Segarra y Juliá (Costa
Rica. 1907. pág. 585) los indios guatusos la llaman tí y las otras tribus indígenas de
Costa Rica, dí.
253. Arístides Rojas.—El padre nuestro en lenguas venezolanas.—Caracas.
1878.
254. Fray Matías Ruíz Blanco.—Conversión en Piritú (Colombia) de los indios
cumanagotos y palenques. Nueva edición matritense. 1892, pág. 162.
255. R. Breton.—Ob. cit., p. 35.
256. Lucien Adam. Matériaux pour servir à l’établissement d’une grammaire
comparée des dialectes de la famille Caribe. París. 1893, pág. 32.
257. Cayetano Coll y Toste. Rep. hist. de Puerto Rico. 1896. pág. 17.
258. Arístides Rojas.—Ob. cit.
259. Pbro. Rafael Celedón.—Gramática de la lengua koggaba. París. 1886.
260. Don Pedro Tomás de Córdova guarda silencio sobre este particular en sus
Memorias, porque era un empleado muy adicto á la Monarquía absoluta. Carlos
Espinosa fué un general, gobernador de Cádiz y capitán general de Andalucía, muy
adicto á los principios liberales. Se distinguió en la guerra de la Independencia y
mandó el ejército constitucional de Navarra en 1822. Murió de avanzada edad, en
1850. Juan Díaz Porlier, fué uno de los mártires de la libertad española. Nació en
Cartajena de Indias, en 1775. Se halló de guardia marina en Trafalgar. Fué mariscal
de campo en la guerra de la Independencia. Combatió el despotismo de Fernando
VII de abolir la Constitución. Fué preso. Se sublevó en Septiembre de 1815. Le
nombraron presidente de la junta revolucionaria de Galicia. Cayó prisionero y fué
ahorcado en la Coruña el 3 de Octubre del mismo año. La tremenda reacción
borbónica hizo desaparecer de la topografía de Puerto Rico los nombres de estos
tres ilustres generales españoles, salvándose Lacy en un anagrama y quedando el
nombre del general Espinosa en un barrio de Vega Alta. Del bravo Porlier no
queda recuerdo alguno.
TRANSCRIBER’S NOTESNOTAS
DEL TRANSCRIPTOR
Página Cambiado de Cambiado a
vi de Tierra Firme á de Tierra Firme á una
una franca paz, franca paz, como al
como al principio, principio, porque las
por que las expediciones
expediciones
vi Iñigo Abbad.— Íñigo Abbad.—
Facultades mentales Facultades mentales del
del aborigen.—La aborigen.—La vida en
vida en tribu ó tribu ó
7 una línea casi una línea casi regular,
regular, que sirva de que sirva de limite en
límite en este este
11 por que el terreno porque el terreno que
que corresponde á corresponde á este
este período período apareció muy
apareció muy netamente y con gran
netamente y con extensión en
gran extensión en Devonshire, Inglaterra.
Devonsgire, L. Figuier. La terre
Inglaterra. L. avant le déluge. París
Figuier. La terre
avant le déluge.
Paris
13 L. Figuier. La terre L. Figuier. La terre
avant le deluge. avant le déluge. París.
París. 1863 1863
16 contemporánea de contemporánea de
piedras se produce piedras se produce
ámpliamente ampliamente
16 estos acinamientos estos hacinamientos
calizos calizos
18 induce á creer, induce á creer, según la
según la ley ley geognóstica de Elie
geognósica de Elie de
de
18 J. B. Elie de J. B. Elie de Beaumont.
Beaumont. Notice Notice sur les systèmes
sur le systeme des de montagnes. París.
montagnes. París. 1852. Esta ley
1852. Esta ley
19 Dou Julio L. Don Julio L.
Vizcarrondo (Viaje á Vizcarrondo (Viaje á la
la isla de Puerto isla de Puerto Rico, el
Rico, el año de 1797, año de 1797, por Ledru
por Ledru y y
23 zonas. Los terrenos zonas. Los terrenos
compredidos en la comprendidos en la
zona N. y en zona N. y en
24 contíguos á la contiguos á la carretera
carretera central, en central, en los cortes de
los cortes de
25 granito granito desprendidos,
desprendidos, han han sido producidos por
sido producido por la dislocación
la dislocación
25 antidiluvianos por antediluvianos por estos
estos territorios. En territorios. En un
un
36 Hallado en Bayaney, Hallada en Bayaney,
Hatillo. Hatillo.
39 descubridor, en descubridor, en estado
estado nómade, á nómada, á semejanza
semejanza de las de las
51 americano. En un americano. En un
principio, creimos principio, creímos que
que
53 El triunfo de los El triunfo de los
invasores hnbiera invasores hubiera sido
sido seguro en seguro en
56 Monquin-Tandon Moquin-Tandon siguió
siguió á Cuvier. á Cuvier. Dumeril
Dumeriel
56 Malte Brun clasificó Malte-Brun clasificó al
al hombre en diez y hombre en diez y seis
seis
56 Cuvier. Reyne Cuvier. Règne animal,
animal, ed. 2ª t. 1º, ed. 2ª t. 1º, pág. 84.
pág. 84. París. 1829 París. 1829
56 Malte Brum. Malte-Brun.
Geographie, etc. Géographie, etc. París.
París. 1803–7 1803–7
56 Bory de Saint- Bory de Saint-Vicent.
Vicent. L’Homme. L’Homme. Essai
Essai zoologique sur zoologique sur le genre
le genre humaine. humaine. París
Paris
61 clasiflcación de clasificación de Ulloa,
Ulloa, que visto un que visto un indio
indio estaban estaban
62 llarmarse siboneyes, llamarse siboneyes,
haytianos, haytianos,
jamaiquinos y jamaiquinosboriqueños,
boriqueños, por que por que en el trascurso
en el trascurso del del tiempo
tiempo
63 caracteres especia es caracteres especiales
sostenidos y se sostenidos y se origina
origina la subraza la subraza
63 á ser dos razas á ser dos razas
fundament les y una fundamentales y una
tercera por tercera por
63 Todo e to es la Todo esto es la
influencia del medio influencia del medio
ambiente, con ambiente, con
65 en su Systemes of en su Systems of
Consanguinity and Consanguinity and
Affinity of the Affinity of the Human
Human Family, Family, sostiene la
sostiene la unidad unidad
70 en combatir y hacer en combatir y hacer
frente. Los indios frente. Los indios serían
seraín unos unos
70 españolas, seis de á españoles, seis de á
caballo y cien de á caballo y cien de á pie.
pie. La caballería La caballería
71 de igual modo que lo de igual modo que lo
hacían los indo hacían los indo-
antillanos antillanos
81 de S. A. Los Caribes de S. M. Los Caribes se
se los comen é los comen é hácenles
hácenles
82 rescibir á su recibir á su
conversasión á los conversasión á los
chrystianos, ni á los chrystianos, ni á los
predicadores predicadores
82 del dicho Golfo, está del dicho Golfo, está
otra provincia, que otra provincia, que se
se dise de los Oleros, dice de los Oleros, los
los quales quales
83 de más arriba hasta de más arriba hasta lo
lo demás abajo, que de más abajo, que no
no son declaradas son declaradas por de
por de
83 las dichas tierras é las dichas tierras é
provincias, guerra, provincias, guerra, ni
ni fuerza, ni fuerza, ni violencias, ni
violencias, ni extorsiones;
extorciones,
84 un sin número de un sinnúmero de
pueblos indígenas pueblos indígenas con
con distintas distintas
84 Archivos de Indias. Archivo de Indias. Doc.
Doc. inéd inéd
88 sobresalir. La sobresalir. La quijada es
quijada es antropológicamente
antropológimente ortognática [vertical]
ortognática mesognática [media] ó
[vertical]
mesognática [media]
ó
94 ni mucho menos; ni mucho menos; pero,
pero, si expresiones sí expresiones de
de aprecio aprecio
97 de Uravoán estaba de Urayoán estaba
junto al Guaorabo, junto al Guaorabo, en
en Yagüeca Yagüeca
97 la de Avmamón en la de Aymamón en las
las riberas del riberas del Coalibina
Coalibina
104 En ellos tendrián En ellos tendrían
también los también los caciques,
caciques, bohiques bohiques
106 magiiey, se le ha magüey, se le ha
agregado el agregado el retumbante
retumbante cuero cuero
107 Estrañará á alguno, Estrañará á algunos,
que hayamos que hayamos concedido
concedido
113 ofrendas. La ofrendas. La explicación
explicación de ésto de esto es bien sencilla:
es bien sencilla: el el
113 V. Durny. Ob. cit. V. Duruy. Ob. cit.
117 (Fitolatría) á la (Fitolatría) á la
bienhechora y bienhechora y
mistoriosa planta misteriosa planta
125 Pedro Mártir de Pedro Mártir de
Anglería. 1ª decada, Anglería. 1ª década, lib.
lib. IX., cap. IV. IX., cap. IV.
126 Para los indo- Para los indo-antillanos
antillanos no todo no todo terminaba
terrminaba
127 de continuo y ruje y de continuo y ruge y se
se encrespa, y los encrespa, y los ríos
ríos desde la desde la
131 por el ontrario, de por el contrario, de
peces en los ríos y peces en los ríos y
ensenadas ensenadas
139 están trabajadas están trabajadas
ligeramente ligeramente oblicuas;
oblícuas; pero con pero con una
una
147 fermentación, fermentación, habían de
habían de producirse
producirse necesariamente
necesamente
147 Puso Colón Puso Colón Fernandina
Fernandina á la isla á la isla que los indios
que los indios llamaban Yumaí
llamaban Yumai
148 entre ellos, según entre ellos, según como
como están más están más cerca ó
cercas ó
148 Lestrigones y los Lestrigones y los
Ciclopes. Y Ciclopes. Y Herodoto
Herodoto nos nos refiere, que fueron
refiere, que fueron canibales los Scitas,
canibales los Scitas, Germanos, Celtas,
Germanos, Celtas, Fenicios, Tártaros y
Fenicios, Tártaros y Etíopes. El hambre es
Etiopes. El hambre mala
es mal
148 los Scitas, los Scitas, Germanos,
Germanos, Celtas, Celtas, Fenicios,
Fenicios, Tártaros y Tártaros y Etíopes. El
Etiopes. El hambre hambre es mala
es mal consejera. No consejera. No
148 que tiene de extraño ¿qué tiene de extraño
que en la atrasada que en la atrasada
época de la bestia época de la bestia
humana lo fuéramos humana lo fuéramos
materialmente. materialmente?
150 de la Dominique de la Dominique «que
«que lors de la lors de la conquête des
conquête des êles, le eles, le chef caraibe
chef caraibe avait avait exterminé tous les
exterminé tous les
151 debemos la Avmara. debemos la Aymara. A
A los misioneros los misioneros Vega,
Vega, Valdivia Valdivia
151 Joseph de Anchieta. Joseph de Anchieta.—
—Arte de Arte de Grammatica da
Grammatica da lingua mais usada na
lingua mais usada costa do Brasil
nacosta do Brasil
152 que nosotos que nosotros
afirmamos, afirmamos,
apoyándonos en el apoyándonos en el
estudio estudio
152 mallorquín y él mallorquín y él dialecto
dialecto catalán, catalán, proceden de la
proceden de la lenua lengua
153 que caney procede que caney procede de
cana; maíz se origina cana; maíz se origina en
en mahizo mahizo
153 relación ó estracto relación ó extracto de
de una carta que una carta que escribió el
escribió el
158 los caños del Delta y los caños del Delta y en
en su desagiie en el su desagüe en el mar,
mar, en en
160 del escritor que lo del escritor que lo
anota, sufre también anota, sufre también
cierta variente cierta variante
166 El lenguaje indo El lenguaje indo-
antillano, por lo antillano, por lo poco
poco que que conservamos
conservamos
167 ésto lo hemos esto lo hemos
recopilado con recopilado con paciente
paciente labor. No labor. No
167 sabána, llano; ji, por sabana, llano; ji, por ní,
ní, agua; bo por abo, agua; bo por abo, lugar.
lugar. He aquí un He aquí un lugar llano
lugar llano con agua. con agua. Como si di
Como si di dijéramos: Buen sitio de
dijeramos: Buen labranza. Una de las
sitio de labranza. ideas principales del
Una de las ideas boriqueño era buscar en
principales del la isla buenos sitios
boriqueño era donde sembrar sus
buscar en la isla yucubías y sus ajes y
buenos sitios donde batatas. Así como elegir
sembrar sus
yucubías y sus ajes y
batatas. Así como
elejir
173 Espíritu benéfico.— Espíritu benéfico.—
Yukivu; Haytí, Yukiyu; Haytí, Yukajú;
Yukajú; Ci. Ci.
175 Generoso.—Matum. Generoso.—Matún
175 nim; Dk. tanka; DD. nim; Dk. tanka; DD.
tcho; Nabajo tcho; Navajo (apaches)
(apaches) cha cha
175 Hilo para canastos. Hilo para canastos.—
—Biiao. Bijao
187 que Montes de Oca que Montes de Oca
traduce padre, traduce padre,
adaptándo adaptando
187 Nosotros, siguiendo Nosotros, siguiendo á
á Lucien Adam, Lucien Adam,
traduciriamos traduciríamos
187 Lucien Adam. Lucien Adam.
Matériaux pour Matériaux pour servir à
servir á l’établissement d’une
l’établissement d’ grammaire comparée
une grammaire
comparée
189 Ki-umú-e titanvem Ki-umú-e titanyem
ubécuvum, santiket ubécuyum, santiket ála
ála evéti.—Nuestro eyéti.—Nuestro
190 dóminical en tupí- dominical en tupí-
guaraní, guaraní, sometiéndola á
sometiéndola á algunas
algunas
197 que nabos que nabos
comunmente.” El comunmente.” El
mismoa utor, en el mismo autor, en el
199 aves llamaban los aves llamaban los
españoles españoles alcatraces.”
alcatraces.” En árabe En arabe
199 para componer para componer areytos
arevtos ó ritmos.” ó ritmos.” Por orden de
Por orden de
202 dos primeras dos primeras palabras
palabras llevan llevan radicales indo-
radicales indo- antillanos
antillanas
203 Ateque.—Arbol de Ateque.—Arbol de
Cuba. (Cordia callo Cuba. (Cordia
cocca). callococca).
203 que el aborígen la que el aborigen la
cultivara. Oviedo cultivara. Oviedo (lib.
(lib. VII VII
203 pepo) con la pepo) con la candungo
candungo ó ó marimbo (cucurbita
marimbo (cucurbita lagenaria
lagenaira
203 (crecentia cujete). (crescentia cujete).
Probablemente, Probablemente,
después de después de importada
importada
207 se denomina punta se denomina punta
Maisí. Las Casas Maisí. Las Casas anota
anota Bavatiquiri. Bayatiquiri. Corrupción
Corrupción de de Bayatikeri.
Bavatikeri.
208 Bajaraque.—El Bajareque.—El bohío
bohío que tenía que tenía mucha
mucha extensión extensión
214 Terræ Novœ; y así Terræ Novæ; y así
aparece en las obras aparece en las obras de
de Oviedo Oviedo
219 buena como de lino, buena como de lino, é
é ésta llaman ésta llaman cabuya, la
cabuva, la penúltima penúltima
219 la voz cabuva viene la voz cabuya viene de
de cabo cabo
221 Hay también el Hay también el
Chrvsophvllum Chrysophyllum
oliviforme oliviforme
222 Caiaguala.—Vegetal Calaguala.—Vegetal
silvestre. Es el silvestre. Es el polipodio
polipodio
222 y el Presbítero Ponce y el Presbítero Ponce de
de León anotaron León anotaron Camuy
Camuv
222 tomando la e par tomando la e por una s,
una s, han hecho el han hecho el vocablo
vocablo
226 padre Nazario (Ob. padre Nazario (Ob. cit.)
cit.) á seguirles en á seguirles en esta
esta equivocacion equivocación
226 Sir Walter Ralegh, Sir Walter Raleigh,
desde la isla de desde la isla de Trinidad
Trinidad hasta hasta
229 Ciales.—No es Ciales.—No es palabra
palabra indígena. indígena. Nombre de un
Nombre de nu
234 cuyo monotono grito cuyo monótono grito
nocturno es coquí, nocturno es coquí,
coquí coquí
234 este cú ó kú de la este cú ó kú del radical
radical tu; pues tu- tu; pues tu-rey, era
rey, era
234 Cuaia.—Río de Santo Cuaja.—Río de Santo
Domingo, tributario Domingo, tributario del
del
236 El nombre indígena El nombre indígena era
era cabuva cabuya
237 Daiabón.—Lugar del Dajabón.—Lugar del
cacicazgo de Marien. cacicazgo de Marien.
Las Las
250 Guaraca del Guaraca del Guayaney,
Guavaney, y por y por último se quedó
último se quedó con con
251 Guavabacán.— Guayabacán.—Arbol.
Arbol. (Myrica (Myrica divaricata)
divaricata)
255 Haití.—Véase Havtí Haití.—Véase Haytí
262 su régulo Boiekio. su régulo Bojekio.
Comprendía á Comprendía á
Hanigagía, Yaquino Hanigagía, Yaquino
262 de los sucesos de la de los sucesos de la
conquista de la conquista de la Nueva
Nueva Espana España
265 haze el abrigo una haze el abrigo una
ysleta que tendrá de ysleta que tendrá de
amplido tres amplio tres
272 Manaca.—La palma Manaca.—La palma
real. (Oreodoxia real. (Oreodoxa regia)
regia)
274 Leónen Puerto Rico, León en Puerto Rico,
cuando visitó, la isla cuando visitó, la isla en
en 1508 1508
278 también esplica esta también explica esta
frase que hemos frase que hemos citado
citado
279 Nibajo.—Río Nibajo.—Río
dominican tributario dominicano tributario
del Yaque. del Yaque.
280 O.—Radical indo- O.—Radical indo-
antillana. Montaña antillano. Montaña
287 Semí.—La divinidad Semí.—La divinidad
tutelar del indo- tutelar del indo-
anttillano antillano
all Pedro Mártir (Dec. Pedro Mártir (Déc.

1. Errores tipográficos palpables corregidos

silenciosamente; retuvo ortografía y dialecto no
estándar.
2. Notas a pie de página reindexadas utilizando números y
recopiladas al final del último capítulo.
*** END OF THE PROJECT GUTENBERG EBOOK PREHISTORIA
DE PUERTO-RICO ***

Updated editions will replace the previous one—the old editions

will be renamed.

Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright
in these works, so the Foundation (and you!) can copy and
distribute it in the United States without permission and without
paying copyright royalties. Special rules, set forth in the General
Terms of Use part of this license, apply to copying and
distributing Project Gutenberg™ electronic works to protect the
PROJECT GUTENBERG™ concept and trademark. Project
Gutenberg is a registered trademark, and may not be used if
you charge for an eBook, except by following the terms of the
trademark license, including paying royalties for use of the
Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such
as creation of derivative works, reports, performances and
research. Project Gutenberg eBooks may be modified and
printed and given away—you may do practically ANYTHING in
the United States with eBooks not protected by U.S. copyright
law. Redistribution is subject to the trademark license, especially
commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the

free distribution of electronic works, by using or distributing this
work (or any other work associated in any way with the phrase
“Project Gutenberg”), you agree to comply with all the terms of
the Full Project Gutenberg™ License available with this file or
online at www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand,
agree to and accept all the terms of this license and intellectual
property (trademark/copyright) agreement. If you do not agree to
abide by all the terms of this agreement, you must cease using
and return or destroy all copies of Project Gutenberg™
electronic works in your possession. If you paid a fee for
obtaining a copy of or access to a Project Gutenberg™
electronic work and you do not agree to be bound by the terms
of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only

be used on or associated in any way with an electronic work by
people who agree to be bound by the terms of this agreement.
There are a few things that you can do with most Project
Gutenberg™ electronic works even without complying with the
full terms of this agreement. See paragraph 1.C below. There
are a lot of things you can do with Project Gutenberg™
electronic works if you follow the terms of this agreement and
help preserve free future access to Project Gutenberg™
electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright
law in the United States and you are located in the United
States, we do not claim a right to prevent you from copying,
distributing, performing, displaying or creating derivative works
based on the work as long as all references to Project
Gutenberg are removed. Of course, we hope that you will
support the Project Gutenberg™ mission of promoting free
access to electronic works by freely sharing Project
Gutenberg™ works in compliance with the terms of this
agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms
of this agreement by keeping this work in the same format with
its attached full Project Gutenberg™ License when you share it
without charge with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside
the United States, check the laws of your country in addition to
the terms of this agreement before downloading, copying,
displaying, performing, distributing or creating derivative works
based on this work or any other Project Gutenberg™ work. The
Foundation makes no representations concerning the copyright
status of any work in any country other than the United States.

1.E. Unless you have removed all references to Project

Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project
Gutenberg™ work (any work on which the phrase “Project
Gutenberg” appears, or with which the phrase “Project
Gutenberg” is associated) is accessed, displayed, performed,
viewed, copied or distributed:

This eBook is for the use of anyone anywhere in the United

States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it
away or re-use it under the terms of the Project Gutenberg
License included with this eBook or online at
www.gutenberg.org. If you are not located in the United
States, you will have to check the laws of the country where
you are located before using this eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is

derived from texts not protected by U.S. copyright law (does not
contain a notice indicating that it is posted with permission of the
copyright holder), the work can be copied and distributed to
anyone in the United States without paying any fees or charges.
If you are redistributing or providing access to a work with the
phrase “Project Gutenberg” associated with or appearing on the
work, you must comply either with the requirements of
paragraphs 1.E.1 through 1.E.7 or obtain permission for the use
of the work and the Project Gutenberg™ trademark as set forth
in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is

posted with the permission of the copyright holder, your use and
distribution must comply with both paragraphs 1.E.1 through
1.E.7 and any additional terms imposed by the copyright holder.
Additional terms will be linked to the Project Gutenberg™
License for all works posted with the permission of the copyright
holder found at the beginning of this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files
containing a part of this work or any other work associated with
Project Gutenberg™.
1.E.5. Do not copy, display, perform, distribute or redistribute
this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must, at
no additional cost, fee or expense to the user, provide a copy, a
means of exporting a copy, or a means of obtaining a copy upon
request, of the work in its original “Plain Vanilla ASCII” or other
form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or

providing access to or distributing Project Gutenberg™
electronic works provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project

Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite
these efforts, Project Gutenberg™ electronic works, and the
medium on which they may be stored, may contain “Defects,”
such as, but not limited to, incomplete, inaccurate or corrupt
data, transcription errors, a copyright or other intellectual
property infringement, a defective or damaged disk or other

ESE 645 Lesson Design For Students With Mild To Moderate Disabilities Full Course
No ratings yet
ESE 645 Lesson Design For Students With Mild To Moderate Disabilities Full Course
19 pages
Lesson Exemplar COT of Safety
100% (1)
Lesson Exemplar COT of Safety
4 pages
Typology of Learners With Special Needs and Strategies Semi Final
No ratings yet
Typology of Learners With Special Needs and Strategies Semi Final
7 pages
Handout 11 The Demands of Society From The Teacher As A Person
No ratings yet
Handout 11 The Demands of Society From The Teacher As A Person
3 pages
QUESTIONNAIRE (School Heads Leadership Competency in New Normal)
No ratings yet
QUESTIONNAIRE (School Heads Leadership Competency in New Normal)
4 pages
ITQ 268 Geography Fact-Lens Checkers
No ratings yet
ITQ 268 Geography Fact-Lens Checkers
23 pages
Linguistic Determinism and Linguistic Relativity
100% (2)
Linguistic Determinism and Linguistic Relativity
5 pages
A Literary Analysis On "My Last Farewell"
100% (2)
A Literary Analysis On "My Last Farewell"
2 pages
Synopsis Final 1 - BE
No ratings yet
Synopsis Final 1 - BE
9 pages
Ice Task 12 OCTOBER
No ratings yet
Ice Task 12 OCTOBER
6 pages
Salimnahdi,+1144 Article+Text 4470 1 6 20210627
No ratings yet
Salimnahdi,+1144 Article+Text 4470 1 6 20210627
8 pages
Principles: Life and Work
From Everand
Principles: Life and Work
Ray Dalio
4/5 (650)
Almanac 2021-2022
No ratings yet
Almanac 2021-2022
59 pages
Student Handbook
No ratings yet
Student Handbook
58 pages
The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are
From Everand
The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are
Brené Brown
4/5 (1175)
1
No ratings yet
1
10 pages
IFA - FTRE - 25 - Dec - 2022 - TN Kerala
No ratings yet
IFA - FTRE - 25 - Dec - 2022 - TN Kerala
4 pages
Dbda Introductiondoc PDF Free
No ratings yet
Dbda Introductiondoc PDF Free
5 pages
Copo
No ratings yet
Copo
3 pages
E Suru
No ratings yet
E Suru
59 pages
Statement of Purpose
No ratings yet
Statement of Purpose
1 page
Midterm Exam in GE 2 1st Sem 19-20
No ratings yet
Midterm Exam in GE 2 1st Sem 19-20
5 pages
A Qualitative Study On The Experiences and Quality of Learning Received by Distant Learners in Time of Covid - 19 Pandemic
No ratings yet
A Qualitative Study On The Experiences and Quality of Learning Received by Distant Learners in Time of Covid - 19 Pandemic
12 pages
Sing, Unburied, Sing: A Novel
From Everand
Sing, Unburied, Sing: A Novel
Jesmyn Ward
4/5 (1267)
The Emperor of All Maladies: A Biography of Cancer
From Everand
The Emperor of All Maladies: A Biography of Cancer
Siddhartha Mukherjee
4.5/5 (298)
50 Young Entrepreneurs Media Kit
100% (1)
50 Young Entrepreneurs Media Kit
11 pages
Chemistry Investigatory
No ratings yet
Chemistry Investigatory
13 pages
The Glass Castle: A Memoir
From Everand
The Glass Castle: A Memoir
Jeannette Walls
4.5/5 (1857)
The World Is Flat 3.0: A Brief History of the Twenty-first Century
From Everand
The World Is Flat 3.0: A Brief History of the Twenty-first Century
Thomas L. Friedman
3.5/5 (2289)
Steve Jobs
From Everand
Steve Jobs
Walter Isaacson
4.5/5 (1139)
Shoe Dog: A Memoir by the Creator of Nike
From Everand
Shoe Dog: A Memoir by the Creator of Nike
Phil Knight
4.5/5 (629)
Common Stages in The Writing Task
No ratings yet
Common Stages in The Writing Task
2 pages
Uruguay Education System
No ratings yet
Uruguay Education System
3 pages
The Perks of Being a Wallflower
From Everand
The Perks of Being a Wallflower
Stephen Chbosky
4.5/5 (4104)
The Yellow House: A Memoir (2019 National Book Award Winner)
From Everand
The Yellow House: A Memoir (2019 National Book Award Winner)
Sarah M. Broom
4/5 (100)
A Heartbreaking Work Of Staggering Genius: A Memoir Based on a True Story
From Everand
A Heartbreaking Work Of Staggering Genius: A Memoir Based on a True Story
Dave Eggers
3.5/5 (233)
Her Body and Other Parties: Stories
From Everand
Her Body and Other Parties: Stories
Carmen Maria Machado
4/5 (903)
Fear: Trump in the White House
From Everand
Fear: Trump in the White House
Bob Woodward
3.5/5 (836)
Elementary Crosswalk
No ratings yet
Elementary Crosswalk
15 pages
Rumpelstiltskin Fun Activities
100% (1)
Rumpelstiltskin Fun Activities
4 pages
Rise of ISIS: A Threat We Can't Ignore
From Everand
Rise of ISIS: A Threat We Can't Ignore
Jay Sekulow
3.5/5 (144)
The Outsider: A Novel
From Everand
The Outsider: A Novel
Stephen King
4/5 (2886)
102 Section 3 TuTh Fall15 Carrillo-6
No ratings yet
102 Section 3 TuTh Fall15 Carrillo-6
10 pages
Angela's Ashes: A Memoir
From Everand
Angela's Ashes: A Memoir
Frank McCourt
4.5/5 (945)
It's Not About You - NYTimes
No ratings yet
It's Not About You - NYTimes
3 pages
Imelda Cajipe Endaya: Traces
No ratings yet
Imelda Cajipe Endaya: Traces
5 pages
Team of Rivals: The Political Genius of Abraham Lincoln
From Everand
Team of Rivals: The Political Genius of Abraham Lincoln
Doris Kearns Goodwin
4.5/5 (244)
Manhattan Beach: A Novel
From Everand
Manhattan Beach: A Novel
Jennifer Egan
3.5/5 (919)
John Adams
From Everand
John Adams
David McCullough
4.5/5 (2546)
The Light Between Oceans: A Novel
From Everand
The Light Between Oceans: A Novel
M.L. Stedman
4.5/5 (815)
Little Women
From Everand
Little Women
Louisa May Alcott
4.5/5 (2369)
The Unwinding: An Inner History of the New America
From Everand
The Unwinding: An Inner History of the New America
George Packer
4/5 (45)

(FREE PDF Sample) Placemaking With Children and Youth Participatory Practices For Planning Sustainable Communities Victoria Derr Ebooks

Uploaded by

(FREE PDF Sample) Placemaking With Children and Youth Participatory Practices For Planning Sustainable Communities Victoria Derr Ebooks

Uploaded by

Full download test bank at ebook textbookfull.

Placemaking with Children and Youth

CLICK LINK TO DOWLOAD

Childhood, Youth Identity, and Violence in Formerly

Climate crisis and the democratic prospect.

The Design Companion for Planning and Placemaking 1st

Participatory Research and Planning in Practice Janez

Management Control with Integrated Planning Models and

Language Practices of Indigenous Children and Youth:

Smart and Sustainable Planning for Cities and Regions

Being Participatory Researching with Children and Young

Victoria Derr, participatory

New Village Press • New York

All Rights Reserved. Except for brief portions quoted for

Published in the United States by

Paperback ISBN: 9781613321003

Library of Congress Cataloging-in-Publication Data

Subjects: LCSH: City planning—Environmental aspects. | City

Cover design: Lynne Elizabeth

1 Growing Together through

An International Framework for Ethical Relationships among

2 Supporting Young People’s

Photo Documentation 66 Adults Interviewing Other Adults

Murals 73 Activity Diaries 142

Variation: Intergenerational Variation: Aerial Geographic Diaries 144

Route Maps 188

8 Workshops and Pre- and Post-Photographs 263

10 Reflection and Evaluation 257

Box 5.25 Exploring an Issue through Puppetry 114

Box 11.11 Open Space and Mountain Parks

explore and investigate the world around

Figure 4.10: Compiled behavior map showing

observed. 64 elements of a child-friendly community,

Boulder Museum of Contemporary Art and repurposed materials to build the

Figure 5.22: Youth selected topics to research

Figure 6.8: Sample worksheet for focus group

Figure 6.9: On “expert day,” experts in land-

included: “we saw scat,” “we found a lot of

Figure 7.17: Photogrid. The base map was

present their ideas for the Civic Area to

buildings leave their handprints, as on

their housing development. 232 combination of visual images, numbers,

Figure 11.22: One of the university design

the City). 311

Table 2.2: Sample Stakeholder Analysis 20

1. Errores tipográficos palpables corregidos

Updated editions will replace the previous one—the old editions

Creating the works from print editions not protected by U.S.

START: FULL LICENSE

To protect the Project Gutenberg™ mission of promoting the

Section 1. General Terms of Use and

1.B. “Project Gutenberg” is a registered trademark. It may only

1.E. Unless you have removed all references to Project

1.E.1. The following sentence, with active links to, or other

This eBook is for the use of anyone anywhere in the United

1.E.2. If an individual Project Gutenberg™ electronic work is

1.E.3. If an individual Project Gutenberg™ electronic work is

1.E.4. Do not unlink or detach or remove the full Project

1.E.7. Do not charge a fee for access to, viewing, displaying,

1.E.8. You may charge a reasonable fee for copies of or

• You provide a full refund of any money paid by a user who

• You provide, in accordance with paragraph 1.F.3, a full refund of

1.E.9. If you wish to charge a fee or distribute a Project

1.F.1. Project Gutenberg volunteers and employees expend

You might also like