effects of student on a neighbourhood:
- side line local community
- relationship between uni and community should be mutual beneficial
- the gentrification should be welcoming for the area as well as students
-step out of your bubble
-be open for your surroundings
-think about what improvement for a district means? -what is improvement and how is it different for the individual inhabitants of your district?
-better transport is one effect of gentrification
-housing prices are hard for students, but even harder for people who lived in certain areas for decades and are bound to this place more than students are
- students are temporary like we are in university not bound to a place, this makes gentrification easy and life hard for people who lived in neighbourhood for longer period and had planned on staying
Studierende und Gentrifizierung
Als Studierende müssen wir uns unserer Rollen in der Gentrifizierung bewusst sein. Wir sind die, die die Investor*innen in die Stadtteile locken. Wir sind die „Pionier*innen“, welche die erste Phase der Gentrifizierung ungewollt einleiten. Mit wenig Geld, aber kulturellem Kapital bauen wir die Infrastruktur aus, die die Viertel interessant machen für weitere Studierende, freie Künstler*innen und andere Pionier*innen, aber eben auch für Inverstor*innen. Die Mieten steigen, wohlhabendere Menschen ziehen hinzu. Als Studierende, die ihren Lebensentwurf verwirklichen wollen und am Ende mit einem akademischen Abschluss und nach ein paar Jahren meist gut verdienend dastehen, ist das kein Problem. Wir können uns nach dem Studium meist die teurer werdenden Gegenden leisten. Wegziehen müssen die Menschen, die bisher hier gewohnt haben, andere Lebensentwürfe haben, nicht mehr im Viertel mitgedacht werden und es sich einfach nicht leisten können. Andere Diskriminierungsformen wie Rassismus oder Klassismus, die auch unterschwellig auftreten, verstärken dieses Problem.
Doch als Studierende kann uns eine weitere Rolle im Gentrifizierungsprozess zukommen. Viele haben im Vergleich zu anderen die Zeit und Lebensentwürfe, um politisch und gesellschaftlich aktiv zu werden. Wir können uns in der Nachbarschaft und in „Recht auf Stadt“-Gruppen engagieren. Grundlage dafür ist die Reflektion der eigenen Rolle und der Privilegien im Stadtteil und im Gentrifizierungsprozess, aber auch unsere Sozialisation an der Uni.
https://campusrauschen.de/2020/05/13/wir-studierende-pionierinnen-der-gentrifizierung/
Die Studierenden sollen sehenden Auges und mit kritischem Blick ihren Hochschulstadtteil wahrnehmen und ihn mit seiner Geschichte, seiner Architektur, seiner Bevölkerung, seinem Klima und seinen Verkehrsverbindungen, seinen globalen Verflechtungen und lokalen Szenen als Mikrokosmos der Gesellschaft und einer globalisierten Welt begreifen, der von unterschiedlichen AkteurInnen genutzt wird.
https://taz.de/Universitaeten-befoerdern-Gentrifizierung/!5049806/
I will translate important points from this.
what impact do we
have as students on the neighbourhoods we live in?
We, as students, should look at the university district (from different angles) and understand it with its history, architecture inhabitants, climate, transport, global connections. Seeing the local scene as a microcosmos of society and the globalised world that is used being different protagonists.
who are you in your neighbour hood? who do you want to be? And how can you archive it
The order:
1. Students move to a city negihborhood that they can afford.
Do you know your neighborhood?
2. We are here temporarily
How long will you be part of the community.
3. Rents get higher because of our impact. Because of our ‘‘youthfulness’’
What mark will you leave?
4. A relationship between the students and community should be mutual beneficial.
What is the importance of communication?
5. When many students move into the neighbourhood, this can be accompanied by street pollution, destruction and noise disturbance.
What do you contribute to the neighborhood?
Traditionally, students mainly find housing in existing neighborhoods. For years, family homes have been turned into room buildings. However, this form of room rental can hardly meet the high demand. The result is high rents, poor living conditions and in some cases discouraged students who roam from place to place in search of accommodation. At the same time, the large number of students in some Groningen neighborhoods creates tensions between residents.
The municipality of Groningen therefore drastically changed its housing policy in 2016, with the construction of student complexes as an important part of the new policy.
Students create liveliness in the neighbourhood, but there is also a downside to this. When many students move into the neighbourhood, this can be accompanied by street pollution, destruction and noise disturbance.
Excessive alcohol use by students can also lead to a feeling of unsafety, both among residents and students. In addition, students are less adept at securing their homes and possessions. This makes student residences a relatively easy target for theft. This can increase the number of burglaries in the neighbourhood, which can contribute to feelings of unsafety.
For example, in Groningen where there is a big increase of students living in the province, it showed according to research, that the residents do not always feel safe in the neighborhood. This is mainly due to destruction and burglary attempts. The results of the monitor also show that local residents do not know each other well and visit each other little, which can increase the feeling of unsafety.
The limited noise isolation in the houses and the narrow street pattern through which outgoing students walk at night on their way to the center increase noise disturbance.
Also, the student housing and the living environment is often less well maintained. For example, there is often not enough space in the complex to park bicycles, with the result that the bicycle parking pressure in the area is increasing. Incorrectly parked bicycles can lead to frustration and dissatisfaction with other residents. In addition, students have a different lifestyle than their neighbors, which can lead to noise pollution. The lifestyle of the students is misunderstood by the non-student residents and that can lead to misunderstanding towards each other.
Source:
So, summary. What are the effects students have on the neighborhood?
When many students move into the neighbourhood, this can be accompanied by street pollution, destruction and noise disturbance.
Students are less adept at securing their homes and possessions. This makes student residences a relatively easy target for theft. This can increase the number of burglaries in the neighbourhood, which can contribute to feelings of unsafety.
The limited noise isolation in the houses and the narrow street pattern through which outgoing students walk at night on their way to the center increase noise disturbance.
Also, the student housing and the living environment is often less well maintained. For example, there is often not enough space in the complex to park bicycles, with the result that the bicycle parking pressure in the area is increasing. Incorrectly parked bicycles can lead to frustration and dissatisfaction with other residents.
Studentification: The process by which specific neighbourhoods become dominated by student residential occupation.
Student objects:
OV chipkaart, beerpong, backpack, laptop? social media? Tools to raise awareness
What tools/things do students use daily?
bottle opener
speaker
ah card discount
ping pong ball
schoolcard
coffeecup
bike keys
What message exactly do we want to share?
Be aware of your position as a student in gentrification.
We make areas young, hip and attractive for people with higher income to move to. This rises the rent for the whole area and makes it hard for people with lower income to stay in their home area.
Tot kijk in de wijk:
questions:
Do you know your neighbourhood?
What is the importance of comunication?
how long will you be a part of this comunity?
What mark will you leave?
How do you contribute?
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fact - question
questions on 2nd page mirror. See yourself and ask that questions
Roles:
Linus: Research, design for zine, text,
Carla: Research, text, method research
Rosalinda: Research, text, illustrations
We worked on everything together. We helped each other, gave tips, kept each other up to date.