In Quest of the Good Urban Life: Socio-spatial Dynamics and Residential Building Stock Transformation in Zurich

Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG geförderten) Allianz- bzw. Nationallizenz frei zugänglich.This publication is with permission of the rights owner freely accessible due to an Alliance licence and a national licence (funded by the DFG, German Research Foundation) respectively.This paper discusses socio-spatial dynamics and the transformation of the residential building stock in the global city of Zurich. It deals with five questions. Does Zurich exhibit the type of social polarisation outlined by the global city hypothesis? If so, how does social polarisation become visible in the context of a European city? Which actors in the real estate market are catering to the special tastes of the new urban middle class? With whom does the new middle class compete for space in the city? The paper argues that real estate developers customise the residential building stock and produce residential units for a targeted market—the new urban middle class. Furthermore, a new socio-spatial phenomenon—ennoblement—has evolved, as the new urban middle class takes residence in traditional upper-class neighbourhoods. By investing its own economic capital, this new middle class is hoping to profit from upper-class social and cultural capital

Towards a Discourse-Based Understanding of Sustainability Education and Decision Making

Based on the indeterminate character of the sustainability concept, a procedural and discursive understanding of sustainability decision making and corresponding approaches for education for sustainability (EFS) is proposed. A set of criteria for teaching strategies to promote sustainability decision making, taking into account the demands of deliberative democracy theory, are presented. These criteria (such as reason, complexity management, critical thinking, etc.) are used to argue for an educational approach that involves the development, justification, and weighting of arguments in combination with an instructional tool called Target-Mat. According to a consequent process orientation, structures for arguing or defining sustainability are not given as authorized standards. Suggestions from previous social discourse are only introduced as controversial pairings—for example, different definitions of sustainability. Examples of student decision-making processes are given to demonstrate the potential of the approach to encourage student reflection and cooperative negotiation that engenders a successive deepening of their argumentation