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This paper aims to investigate the impact of place-making on the quality of place through community-organised art festivals, with two case studies in urban informal settlements or kampungs in Indonesia.

Findings presented here are based on data collected and 39 in-depth interviews conducted in 2017 in two kampungs, namely, Kampung Dago Pojok, Bandung and Kampung Bustaman, Semarang.

This paper argues that place-making can happen through temporary practices, such as festivals, and improve the quality of place in informal settlements. It indicates and analyses the kinds of activities that increase the aesthetic value of spaces and build a positive image of the kampungs. The study concludes with the finding that place-making through temporary interventions has the potential to permanently change and reshape public space. At the core of these activities is the collective and voluntary work known as kerja bakti that is done by the kampung communities and the civil society organizations involved.

The paper offers a fresh perspective in the context of understanding the implications of place-making in the Global South. Assessing the development of public space, the paper provides insights into the use of grassroots festivals as a tool to permanently reshape urban spaces and engage the local community throughout the process.

Building on the growing interest in school-based “making” and “makerspaces,” this paper aims to map the emergence of a literacy-oriented makerspace in a non-selective urban public high school. It examines how competing conceptions of literacy came to be negotiated as students and teachers shaped this new space for literacy practice, and it traces how the layered uses of the space, in turn, reworked understandings of literacy in the larger school community.

Part of a longitudinal design-research partnership with an urban public high school, the paper draws on two years of ethnographic data collection to follow the creation, development and uses of a school-based literacy-oriented makerspace.

Using notions of “re-territorialization,” the paper examines how the processes of designing, mapping and building a literacy lab offered space for layered and contested purposes that instantiated more expansive views of literacy in the school – even as it created new frictions. In presenting two analytic mappings, the paper illustrates how mapping can offers resources for people to make and remake the spaces they inhabit, a form of worldmaking that can open possibilities for reshaping the built world in more just and equitable ways.

The study offers insights into how mapping can serve as a research and pedagogical resource for making legible the emergent dimensions of literacy practice across time and spaces and the multiple perspectives that inform the design and use of educational spaces. Further, it contributes to a growing literature on “making” and literacy by examining how informal making practices are folded into formal school structures and considering how this reconfigures literacy learning.

Relatively few studies have examined the perspectives of informal learning facilitators who play key roles in cultivating an equitable learning environment for nondominant youth and families in making and tinkering spaces. This study aims to foreground the perspectives of facilitators and highlight the complexities and tensions that influence their equity work.

Interviews were conducted with facilitators of making and tinkering spaces across three informal learning organizations: a museum, a public library system and a network of community technology centers. This study then used a framework that examined equity along dimensions of access to what, for whom, based on whose values and toward what ends to analyze both the explicit and implicit conceptions of equity that surfaced in these interviews.

Across organizations, this study identified similarities and differences in facilitators’ conceptualizations of equity that were influenced by their different contexts and had implications for practice at each organization. Highlighting the complexity of enacting equity in practice, this study found moments when dimensions of equity came together in resonant ways, while other moments showed how dimensions can be in tension with each other.

The complexity that facilitators must navigate to enact equity in their practice emphasizes the need for professional development and support for facilitators to deepen their conceptions and practices around equity beyond access – not just skill building in making and tinkering.

This study recognizes the important role that facilitators play in enabling equity-oriented participation in making and tinkering spaces and contributes the “on the ground” perspectives of facilitators to highlight the complexity and tensions of enacting equity in practice.

This study aims to scrutinise the prominence of place making as a strategy in the development of knowledge and innovation spaces with a specific focus on distinguishing the role of governance.

The study adopts a multidimensional conceptual framework of place making to investigate a knowledge and innovation space case through a qualitative analysis approach involving a range of key stakeholders.

The study finds that governance is critical in facilitating place making in knowledge and innovation spaces, and place-making practices in these locations benefit from adopting a multidimensional approach.

The study expands our knowledge on the role of governance in place making that helps achieve desired knowledge and innovation space outcomes.

This paper aims to understand the dialectical relationship between place-making and identity formation of factory women in a free trade zone (FTZ) in the Global South.

Inspired by Judith Butler’s notions of performative acts and performativity, the paper uses poststructuralist discourse analysis to analyze data – oral and written texts – generated through a fieldwork study conducted in an FTZ in Sri Lanka.

Performative acts and the performativity of the occupants in the FTZ demarcate the boundary of the zone and articulate the identities of its occupants. Furthermore, the study shows that, in this process, such performativity and performative acts function as a form of “glue” to amalgamate the places of the zone space as kalape, a complex socio-geographical landscape in flux.

This study provides a new insight into the relationships between discursive-performative acts, place-making and identity formation of (factory) women in the neoliberalized (zone) space(s) of the Global South.

By articulating the FTZ as a (neoliberalized) space in a perpetual present, the study provides new insight into the relationships between performative acts, place-making and identity formation (of factory women) in the zone space.

In this chapter, I offer some insights into what I learned over the course of my inquiry into the living and learning that took place on the edges of community. I highlight the inconclusive nature of narrative inquiry as well as demonstrate my recognition that in any narrative inquiry we exit as we entered, in medias res, in the middle of things. Even though the inquiry ends, we continue to compose stories and to share those stories. Our understanding is only ever partial in the same way the stories we compose are incomplete, unfinished. In seeking a conclusion that is not a conclusion, then, I contend that experiences are complex and the stories we compose about those experiences are also complex. The insights and wonderings that emerged from the analysis of my own experiences as well as the experiences of my participants shaped themselves into the overlapping areas of identity-making, curriculum making, and community. In particular, I explored the stories people composed from the edges of community; those spaces conventionally described by the dominant narrative as marginalized. The participants discussed in this chapter demonstrated how profoundly they were each impacted by their positioning as marginalized. At the same time, their stories had a strong thread of self-definition that was insubordinate to that positioning. In varied ways, the participants refused to be defined by others or as other. Their experiences suggested that those spaces conventionally thought of as peripheral, the edges, were actually the defining features of communities.

Across the world, many universities are dealing with a pressure on resources, caused by both organisational developments and ageing campuses. Space utilization studies have a strategic role, providing information on how space is being used, thereby informing decisions about the type and scale of facilities that are needed.

This study reports on the space use measurements conducted at TU Delft over the past five years, complemented by their use to make decisions about the university's real estate portfolio.

The education spaces of the university are found to perform well in terms of frequency rates and can be improved in terms of occupancy rates. The information helped to support short- and long-term decision-making. The study places of the university have a satisfactory occupancy in some types of study places, while in others there is room for improvement. More research is needed here to understand the relationship between space norms and space use.

The space utilization studies have supported discussions with the student council and decision makers on which interventions are required and which current facilities meet students' needs best.

Not much space utilisation studies are reported in the academic literature, and those that do have several limitations. This study may serve as a best practice for benchmarking by other universities and as evidence in other research for the planned and actual use of university facilities.