Inclusive Sail

In de zomer van 2020 is het weer zo ver: SAIL, het grootste maritieme event ter wereld, zal weer in Amsterdam plaatsvinden.

De organisatie rondom de alweer tiende editie van het varend erfgoed is reeds in volle gang. Samen met de organisatoren kijken we naar een wijze van aanpak waarbij het de intentie is het event zo inclusief mogelijk te maken, zowel voor als achter de schermen.

Philippa Collin en Roos Gerritsma gaan, samen met studenten LM en de Sail crew aan de slag.

Hogeschool Inholland is één van de partners voor de Sail Academy, zie ook:

https://www.sail.nl

https://www.sail.nl/over-ons/werken-bij-sail/sail-academy/


Inclusive Placemaking

Op 12 oktober 2018 presenteerden vijf LM projectgroepen uit jaar 2 hun visionaire ontwerpen voor de winkelpleinen Zonneplein en Purmerplein. Twee pleinen waar de huidige diverse groepen Noorderlingen juist wel of juist niet komen: hoe kan dat beter, met andere woorden; kan het inclusiever? De studenten hebben hun plannen gebaseerd op deskresearch, observaties en diverse gesprekken met lokale bewoners en ondernemers.

Marie-Ange de Kort buigt zich komend half jaar verder over deze thematiek. Werkveldpartners zijn woningbouwvereniging Ymere, Stadsherstel en de gebiedsmakelaars van de gemeente Amsterdam.


Inclusive Leisure & Tourism Toolbox

Inclusive City – Inclusive Leisure & Tourism Toolbox
Start date: 2018
Coordinator: Philippa Collin
Project members: Roos Gerritsma & Manon Joosten
External partners: Amsterdam Creative Industries Network (ACIN), Amsterdam Marketing, Gemeente Amsterdam (Stad in Balans), de Ceuvel.
Other participants: Lectoraaten Diversitietsvraagstukken, Media, Cultuur & Burgerschap and Dynamiek van de Stad, Inholland University of Applied Sciences; 2nd & 3rd year LM students & 4th year TM students. Erasmus students from De Montfort University (DMU), UK.

One of the main three themes of the UL&T Lab is social inclusion.
This is a concept found reflected in the UN Sustainable Development Goals, the World Leisure Organisation, the Dutch Ministry of Economic Affairs, the Dutch Creative Industries (CLICKNL), the Amsterdam City Council and consequently in the Creative Business Domain at the Inholland University of Applied Sciences.

Unsurprisingly there are myriad definitions. As a reflective educational institute, we are inspired by the idea of inclusion as a process rather than a static state:
‘It might therefore be necessary to conceive and implement inclusion as a process that brings into question all aspects of the social, institutional and political systems. A dynamic and changeable process, always in progress…with the purpose of giving everyone a sense of belonging through a process of mutual recognition, where the individual reasons, relationships and lives are connected with a common development path.’ (Carpani 2018)

Our approach is to link the theme of inclusion to macro societal developments whilst exploring and raising awareness of the real experiences of in/exclusion at intimate, personal, micro level within the context of changing neighbourhoods. To quote one of our colleagues, we relish complex ‘wicked problems’!

Since we are a University of Applied Sciences, our task is to weave theory with practice so phase one of this research has been to carry out an analysis of literature & existing good practice, in order to create a design toolbox for our creative industries students. This will provide them with both a clear foundation and practical tools throughout their design research projects, many of which are located in the Dutch metropolis.

As from September 2018, we have entered phase two, in which we prototype the toolbox with our Leisure and Tourism Management students in Amsterdam. In October, we will explore inclusion from a new perspective and take the toolbox to the Taragalte music festival in the Moroccan Sahara. Whilst prototyping continues in Amsterdam throughout the winter, we will also test it in Tangier in December. In the spring, cultural management students from DMU, our Leicester Erasmus partner, will be visiting us for their annual fieldtrip and with their input we will continue to make the toolbox more robust.

By the end of the current academic year, we aim to have entered phase three, with a printed analogue toolbox plus a digital platform for continually sharing new ideas and fine-tuning both our philosophy and practice.