L’Assocation Européenne des Ecoles de Urbanisme AESOP a conféré le prix annuel « Excellence in Teaching Award 2016 » au Cycle d’Urbanisme de l’Ecole Urbaine SciencesPo Paris pour le workshop « Practical Plans: global migrants and local development in Lampedusa » organisé par les responsables scientifique et pédagogique Marco Cremaschi et Irène Mboumoua, et encadré par les enseignants du Cycle Jérôme Baratier, Marie Bassi, Alessandro Formisano. Le workshop a été réalisé du 3 au 6 mai 2016 grâce au soutien de Giusi Nicolini, maire de la municipalité de Lampedusa et Linosa, et des urbanistes Marina Marino, Cesare Onorato, Davide Cornago. Le rapport a été présenté pendant un colloque organisé grâce au soutien du Centre d’Etudes Européennes de Sciences Po et d’ALDA, European Association for Local Democracy, intitulé »The Gates of Europe: global migrants and local development » à la presence de Mme Kyenge, parlementaire européenne, et des maires des communes de Grande-Synthe et Ventimiglia. A la suite de ce workshop, les étudiants du Cycle d’urbanisme ont réalisé une exposition qui s’est tenue au Pavillon de l’Arsenal (Centre d’information, de documentation et d’exposition d’Urbanisme et d’Architecture de Paris et de la métropole parisienne) de juillet à septembre 2016.
AESOP Excellence in Teaching Award 2016 went to Marco Cremaschi for the course « Practical Plans: global migrants and local development in Lampedusa » run at the Urban School, SciencesPo, Paris.
According to the Award Committee:
« This course brought together planners, architects and sociologists to deliver a learning experience which aimed to explore the potential for collective action in the face of complex contemporary planning challenges. A theoretical component delivered by a group of teachers from different disciplinary backgrounds constituted the first part of the course. This was then followed-up with a workshop on the southern Italian island of Lampedusa – a place that has lived with the local impacts of major geopolitical change for decades notably the international migration of those fleeing conflict, or the harsh living conditions cause by uneven global development. The Jury felt that the module engaged its learners well with a clear contemporary example of a ‘wicked problem’ – the present refugee crisis in Europe, which is complex, multi-scalar, the result of interrelated dynamics, and defies the ‘traditional’ models of ‘expert-led’ definition and resolution. Guided by principles of “‘investigation”, “immersion”, “interaction” and “imagination” the module sought to introduce students to a reality where planners are often called upon to work at the interface of many different kinds of knowledge and disciplinary spheres drawing from an eclectic range of theoretical perspectives, methods, and professional traditions. This was well- captured by the notion of “Practical Plans” which look beyond the technical and political models of planning to see how collective action can address exceptional problems such as the refugee crisis in a context where both the state and market are weak. The subject addressed by the course was described as “alarmingly relevant” by one Committee Member and overall this application was the most highly scored overall. »