Delivered at:: Vysokovsky Graduate School of Urbanism

Course type:: Elective course

When:: 1 year, 4 module

Instructor

Зотова Варвара Алексеевна

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Abstract

The course "Life Course Approach and the Cities" aims to equip students with a comprehensive understanding of the life course approach, emphasizing the dynamic interaction between human life stages and urban environments. This course introduces students to the foundational concepts and theories of the life course perspective, stressing its importance within the context of urban studies and planning. By providing a detailed historical overview and tracing the development of this approach, students will grasp its significance and relevance in contemporary urban analysis.Throughout the course, students will study how various life stages, such as childhood, adolescence, adulthood, and old age, influence and shape individuals' experiences and interactions with urban spaces. The curriculum will delve into the ways city environments affect citizens' perceptions of their life stages, offering insights into how generational shifts and social changes impact urban infrastructure requirements. This multi-faceted exploration will empower students to critically analyze current urban plans and strategies, evaluating their alignment with the diverse needs of different age groups.As a key component of the coursework, students will engage in practical projects aimed at enhancing the urban environment for specific age groups, applying theoretical knowledge to real-world scenarios. By the end of the course, students will not only possess a solid understanding of the life course approach but also demonstrate the ability to develop and propose urban planning initiatives that accommodate and support the well-being of all citizens across their life spans. This course is essential for those pursuing careers in urban planning, sociology, social work, and public health, offering valuable skills and insights for creating more inclusive and sustainable cities.

Learning Objectives

To develop students' understanding of the life course approach and the relationship between human life stages and the urban environment and planning.
To understand what the life course approach is and how it functions in the context of the urban environment. To become familiar with the history and development of the life course perspective.
To study how different life stages (childhood, adolescence, adulthood, old age, etc.) affect interaction with the city.
To investigate how the urban environment influences citizens' perceptions of life stages.
To analyze current urban plans and strategies in the context of their alignment with the needs of different age groups

Expected Learning Outcomes

• The student can confidently present and defend a developed project that takes into account the needs of one or more age groups in the urban environment. • The student can apply acquired knowledge and an interdisciplinary approach to solving real urban challenges.
The student can explain key concepts of the life course approach and apply them to the analysis of urban environments.
The student can identify how urban spaces and institutions influence different stages of human life.
 The student can analyze how well urban infrastructure meets the needs of families with young children.
The student can propose improvements to the urban environment based on the needs of early childhood (safety, accessibility, sensory environment).
The student can identify how teenagers use urban space and what intergenerational conflicts may arise
The student can develop proposals for creating an inclusive and supportive urban environment for adolescents
The student can analyze the influence of the city on the educational and leisure trajectories of young people
The student can develop initiatives to increase youth participation in urban life (e.g., through projects or urban planning).
The student can analyze the barriers and opportunities young adults face when entering independent urban life (housing, employment, mobility).
The student can develop proposals for improving the urban environment to support life transitions (e.g., from education to employment).
The student can assess how urban infrastructure supports the balance between work, caregiving responsibilities, and personal life.
The student can develop approaches to sustainable urban development that take into account the needs of the active working population.
The student can analyze the challenges people face before retirement (access to healthcare, employment, education).
The student can design initiatives to prepare the urban environment for an aging population.
The student can identify barriers in the urban environment for older adults and propose ways to remove them.
The student can design inclusive spaces and services that support active and dignified aging.
The student can analyze urban and sociocultural conditions that contribute to longevity.
The student can propose urban development strategies that ensure high quality of life in advanced old age

Course Contents

Topic 1. Introduction to Life Course Analysis
Topic 2. Early Childhood in the City
Topic 3. Adolescence in the Urban Environment
Topic 4. Youth in the Urban Environment
Topic 5. Young Adults in the City
Topic 6. Middle-Aged People in the City
Topic 7. Pre-Retirees in the Urban Environment
Topic 8. Retirees in the City
Topic 9. Longevity as an Urbanization Phenomenon
Topic 10. Project Presentations

Assessment Elements

Activity in the lesson
Individual review of the article
Submission of group project

Interim Assessment

2024/2025 4th module
0.3 * Activity in the lesson + 0.3 * Individual review of the article + 0.4 * Submission of group project

Bibliography

Recommended Core Bibliography

Elder, G. H. (1998). The life course as developmental theory. Child Development, 69(1), 1. https://doi.org/10.2307/1132065
The constitution of society : outline of the theory of structuration, Giddens, A., 2010
Vygotsky, L. S. (2016). Play and Its Role in the Mental Development of the Child. International Research in Early Childhood Education, 7(2), 3–25. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1138861

Recommended Additional Bibliography

Thomas, W. I. 1863-1947. (1927). The Polish peasant in Europe and America, by William I. Thomas and Florian Znaniecki. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.17E0DD1B

Authors

Zotova Varvara Alekseevna

Master’s Programme 'Urban Development and Spatial Planning'

Contacts

Life Course Approach and the Cities