Teens in the city: Reflections from participants in the ‘MESTO:’ program educational events
DOI:
https://doi.org/10.33910/2687-0223-2025-7-2-92-99Keywords:
adolescents, city, participatory practices, tactical urbanism, engagementAbstract
The study analyses the reflections of participants in the ‘MESTO:’ (The Place:) program educational events. It focuses on the outcomes of their engagement in architectural laboratories and initiatives. The survey involved 25 respondents aged 11 to 26 who participated in educational programs in Suzdal, Kostroma, and Vertoletny Island in the Republic of Tatarstan. The research employed in-person interviews to capture the perceptions of adolescents and young adults on aspects such as socially significant behavior, civic engagement, professional self-determination, and interaction with urban spaces.
The results of the interview analysis indicate that for the majority of participants, the program events provided their first experience of practically transforming public space, which influenced their self-perception and confidence. Specifically, in Kostroma, adolescents emphasized the importance of acquiring practical skills, the opportunity for independent design and construction, and the value of having their opinions considered in decision-making. In Suzdal, informants highlighted the social significance of the project and the relational nature of space, shaped through participant interaction. On Vertoletny Island, the ‘Sea Around the Bend’ festival contributed to participants’ professional self-determination by allowing them to understand the specifics of the architectural profession in a practical context.
The study revealed that the educational events of the ‘MESTO:’ program foster civic engagement, collective responsibility, and a stronger connection between youth and their urban environment. The findings provide deeper insight into the impact of such initiatives on self-determination of adolescents and young adults, as well as the mechanisms shaping their social and professional identities.
References
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Gibbons, M., Limoges, C., Nowotny, H. et al. (1994) The new production of knowledge: The dynamics of science and research in contemporary societies. London; Thousand Oaks; New Delhi: SAGE Publ., 191 p. (In English)
Hart, R. A. (2008) Stepping back from ‘The ladder’: Reflections on a model of participatory work with children. In: A. Reid, B. B. Jensen, J. Nikel, V. Simovska (eds.). Participation and learning. Perspectives on education and the environment, health and sustainability. Dordrecht: Springer Publ., pp. 19–31. https://doi.org/10.1007/978-1-4020-6416-6_2 (In English)
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Percy-Smith, B., Thomas, N. (eds.). (2010) A handbook of children and young people’s participation: Perspectives from theory and practice. London; New York: Routledge Publ., 378 p. (In English)
Sherry, R. A. (1969) A ladder of citizen participation. Journal of the American Institute of Planners, vol. 35, no. 4, pp. 216–224. https://doi.org/10.1080/01944366908977225 (In English)
Walther, A., Batsleer, J., Loncle, P., Pohl, A. (eds.). (2019) Young people and the struggle for participation: Contested practices, power and pedagogies in public spaces. London: Routledge Publ., 238 p. https://doi.org/10.4324/9780429432095 (In English)
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