This presentation looks at the ways in which cities can be inclusive and examines interesting projects happening around the globe. Carolyn Whitzman, Professor of Urban Planning University of Melbourne

1. Building Inclusive Cities:
planning tools that promote the
right to the city
Carolyn Whitzman,
A/Professor in Urban Planning, University of Melbourne
December 18, 2012

2. Outline of talk
• What do I mean by the ‘right to the city’?
• What do I mean by ‘planning tools’?
• What kinds of research am I talking about?
– Gender Inclusive Cities (project in 4 cities in
4 continents, 2009-2011 – see attached
book!)
– Disability Inclusive Road Development
(Papua New Guinea – 2010-2013)
– CATCH: Children’s Active Travel, Mobility
and Health (Australian project, but focus on
Melbourne work – 2010-2013)
– Place, Health and Liveability: the impacts of
planning on health and wellbeing outcomes
in growth areas (2011-)… has led to Getting
to Yes – overcoming barriers to family-
friendly housing in central Melbourne

3. Outline of current research
grant partners focus outputs
Gender-Inclusive Women in Cities Women’s safety and Building Inclusive
Cities (UN Trust Fun International, 4 local access to the city Cities (Sept. 2012)
to Eliminate Violence organizations in
Against Women Delhi, Dar,
2009-2011) Petrovadosk, Rosario
CATCH/iMATCH (2 Planning, geography Children’s 2 Conference papers
Australian Research and health independent mobility … 2 articles in
Council grants (2010- researchers in 5 and health/ wellbeing progress
2013) Australian universities
Travelling Together - Nossal Global Health People with Conference paper
Disability Inclusive Institute, disability disabilities’ access to article in Journal of
Road Development advocacy local spaces and Transport Geography
(Australian Research organizations, road services through
Development award builders… roads
2010-13)
Place, Health, Health, planning and Impact of planning Report and article in
Liveability (State engineering/GIS policy on health and progress (liveability
Health Department specialists wellbeing outcomes, indicators)
and various funders) how to do better

4. The right to the city
• The right to the city is always contested –
and that is good! (Mitchell 2003)
• When ‘community’ is involved in an
undifferentiated way, it can reproduce
oppression (Mitchell 2003, Fenster 2006)
• There are two rights attached to 'right to
the city‘: (1) the right to full and compete
access to urban resources (spaces and
services); and (2) “the right to change
ourselves by changing the city more after
our heart’s desire” (Harvey 2003)
• “Space (whether public or private) is the
scenario for social networks, for social
fabric, for resistance and initiatives, all of
which are necessary for citizenship”
(Vargas 2009: 56)

5. Fincher and Iveson, Planning for Diversity
(2008) – 3 ‘social logics’ for planning
1. Redistribution: equality of access to public
goods like education, employment, housing,
open space, social and health services
2. Recognition: meeting the needs of particular
groups in society (women, children, older
people, people with disabilities, new
migrants, indigenous people…)
3. Encounter: interactions of individuals across
difference – city as collection of strangers

6. 1. Why Gender Inclusive Cities
• Despite ‘reclaim the night’, Slutwalks, Hollaback and
other grassroots feminist activism, the fact that many
women are at risk of violence and harassment in public
space relatively unarticulated in policy… hidden crimes
such as 600 missing and murdered Aboriginal women in
Canada or 1000s lost in Central American cities like
Ciudad Juarez
• Women have right to use public space and lives should
not be restricted by fear - a continuum of public/private
(and virtual) violence

7. Some global stats…
• 11 country survey (2008 – including Australia, Costa Rica,
Hong Kong, Italy, Mozambique, Phillippines – most
considered ‘safe’!)
– 35-60% of women had experienced some form of physical or
sexual violence from some man since age 16 – 10-31% sexually
assaulted by man other than intimate partner
• National Union of Students Australia (March 2011):
– 2/3 students said they had had an “unwanted sexual
experience”
– 86% of women said they had experienced sexual harassment in
the form of verbal abuse
– 3% had reported these experiences to university authorities and
only 2% to the police
• A study of 12,000 women in Canada (2000): 80% of women
said they had been harassed on the street and that it had
had a large and detrimental effect on their safety

8. … and the right to the city
• World Social Forum (Brazil, 2004):
“ the socially fair use of both urban space and land must be
promoted, with gender and environmental equity and with
safety”
“Everyone has the right to find in the city the necessary
conditions for his/her political, economic, social and
environmental development while assuming the duty of
solidarity”
• Violence and insecurity as barrier to this right
• Democratic management as an enabler to this right
• “The bedrock attribute of a successful city district is
that a person must feel personally safe and secure on
the street among all those strangers” (Jacobs, 1961)

9. Gender-Inclusive Cities Research
Program
• $1 million 3 year UN Trust Fund to Eliminate Violence
Against Women project (in conjunction with UN
Women) – January 2009 to December 2011
• Goal: Enhancing women’s inclusion and “right to the
city”
– Based on the understanding that creating safer and secure
cities is a process of changing the nature of cities, the ways
they are conceived, designed, planned
– Working with 4 cities – Rosario, Argentina (pop. 1 million);
Petrozavodsk Russia (300,000); Delhi India (19 million); Dar
es Salaam Tanzania (3 million) – all with previous
experience in women’s safety - to develop and evaluate
tools to integrate violence into local policy and programs

10. Partnerships
• Women in Cities International: action
research network based in Montreal,
Canada, that focuses on gender equality
and the participation of women and girls
in urban development – administered the
project
• Jagori (Delhi, India): feminist organization
that has been around 35 years – ran the
project
• Information Centre of the Independent
Women’s Forum (Russia)
• International centre and Network for
Information and Crime (Tanzania)
• Red Mujer y Habitat – Women in Habitat
Network (Latin America)

11. Gender Inclusive Cities and me
• 20 years of work (10 as local government policy planner
working on integrated violence prevention at City of
Toronto, 10 as an academic) – focus on empowerment tools
• Design guidelines, grants program, women’s safety audits
all widely disseminated internationally
• Co-Founder of Women in Cities International, an exchange
network for researchers and activists concerned with
gender equality issues and the place of women in cities on
the five continents.
• I wrote the first draft of the grant: ideas from previous
research (eg., Gender, Local Governance, Violence
Prevention ARC Linkage grant 2006-09)
• But project intended as a Women In Cities
International/Jagori community development project – I
was ‘advisor’ rather than CI

12. The story so far…
• Initial meeting Montreal Feb 2009 -> 4 methodologies
to gather baseline information
1. Street surveys - between 500-1000 – in a variety of sites, with
emphasis on low income districts
2. Focus group discussions (older women, sexual diversity,
councillors, students, domestic workers, hawkers,
visually disabled, call centre workers, homeless people,
journalists, public transport workers, hospital staff, young
men, grassroots women leaders…) 5-10 in each site
3. Women’s Safety Audits (5 or 6 sites – same as above)
4. Review of policy, legislation and initiatives: nature of
intervention and ‘logic model’

13. Violence experienced by women in Rosario
•Robbery, purse snatching, extortion for passing through
certain places (Added violence for being women)
•Stalking, especially of young women and elderly women,
kidnapping
•Sexual violence: rape, sexual abuse, staring, touching
•Verbal violence, “eve teasing”
•Physical aggression: towards transsexuals and transvestites
•Aggressions by the police
Unsafe places for women
•Plazas at night and during siesta
•Buses, bus stops, and bus-stop shelters
•Bridges
•Train tracks
•Irregular settlements
•Dance clubs
•Industrial areas and desolate places

14. KINDS OF SEXUAL HARASSMENT FACED
What kind(s ) of s exual haras s ment/ as s ault hav e you fac ed S urv ey Area
in public plac es in this area in the pas t year All Delhi Univ ers ity L ajpat Nag ar, Ajmeri G ate -
and B hog al, Delhi g ate
Neig hbourhood Niz amudin
S l. Haras s ment B as e = 998 B as e = 512 B as e = 335 B as e = 151
F req % F req % F req % F req %
1 Verbal (c omments , whis tling etc .) 442 44% 244 48% 158 47% 40 26%
2 P hys ic al (touc hing, feeling up etc .) 126 13% 74 14% 49 15% 3 2%
3 Vis ual (s taring, leering) 160 16% 103 20% 41 12% 16 11%
4 F las hing 19 2% 8 2% 4 1% 7 5%
5 S talking 145 15% 72 14% 47 14% 26 17%
6 Violent phys ic al attac k 8 1% 3 1% 0 0% 5 3%
7 O thers 1 0% 0 0% 1 0% 0 0%
8 None 447 45% 208 41% 149 44% 90 60%
•Most common form of sexual harassment: Verbal(44%) followed by Visual (16%) and physical form(13%).
•447 respondents reported of not having faced any form of sexual harassment.

15. FOCUS GROUP DISCUSSION
FGD GROUPS
1. Women working at night
 JOURNALIST
 CALL CENTRE WORKERS
2. Women from a lower socio-economic background
 DOMESTIC WORKERS
 HOMELESS
 HAWKERS Domestic worker
3. Women with disabilities
 VISUALLY DISABLED
4. TRANSGENDER and MSM
5. NORTH-EASTERN state students
6. DELHI UNIVERSITY
Call Centre/
BPO worker

16. EXCERPTS FROM FGDs
Women from lower socio-economic background;
domestic workers, hawkers, homeless women and
other women working in the informal sector.
 Poverty an overarching factor towards vulnerability.
 They felt more comfortable negotiating spaces
within their neighborhoods but less safe in other
spaces.
 Fear men in groups and especially men who are
intoxicated.
FGD with Homeless Women  Greater harassment from policemen
“Sometimes when we are asleep,
 Lack of access to basic amenities, like clean and safe
some men come around drunk and public toilets, drinking water and shelter homes
if they see that we are alone, they  Acute vulnerability of women and children towards
try to harass us…we have to shout
and tell them to go away” sexual violence - homeless women
(FGD with homeless women)

17. Transgender people ; stigmatized, ridiculed Northeastern states Students – “Are we not
• Face violence both from the public and Indians?”
police  Face discrimination due to different ethnic
• Feel no place is safe once they step out of features
their homes.  Are perceived as ‘easy and available’ to
• Police too harass them both sexually and sexual favors
otherwise - feel no protection from them.  Men traveling in cars often slow down, pass
comments stalk them to figure out where
they live – landlord a menace too.
“We cannot trust anyone, no man on the street. Whenever
I've faced harassment on a bus, like brushing of bodies, and if
I've raised my voice, no one has done anything about it,
neither the conductor or the men or the women." (FGD with
women from north east)
Visually Disabled Women –
 Hard to trust people in public and are often wary when
strangers offered to help.
 lack of maintenance of public spaces is a huge concern
North East Student
to mobility
 People often misbehave (touching in offensive
manners etc) in pretext of helping them.

18. DELHI UNIVERSITY SITE
•Chattra Marg (Starting Point:
Temple opposite Institute of
Economic Growth-Delhi
University Metro station)
•Starting point: Maurice Nagar
Police station-End point: Sri Guru
Tegh Bahadur Khalsa College
•Delhi School of Economics to
Vijaynagar connecting canal
over-bridge
Auditors
Students, DSE
Resident and campus campaigns
GIC – JAGORI team

19. FINDINGS AT DELHI UNIVERSITY STRETCH
• Not a closed university campus - speedy car traffic / transient commuters
• Unsafe Ridge area
• Verbal harassment was the most common form, experienced by 44% of the women.
• The pavements were not walk-able ; open or raised sewer holes and broken stretches -
occupied by vendors, small shops - unlit. One audit site stretch had dug-up pavements -
Commonwealth games construction.
• Public toilets for men, constructed on the pavement ;maintenance low. No public
toilets for women
• Adequate and well maintained street lights only in certain stretches.
• The authority should also look into regular trimming of trees so that they do not affect
visibility.

20. RECOMMENDATIONS
• Well maintained, well lit, disabled friendly pavements
• Visible sign boards, with names of roads/ institutions and directions, should be put
up all over the campus.
• Clean and regular maintained public toilets for both men and women to be
constructed
• Proper lighting and maintenance was also recommended.
• Installing more public phone booths especially open 24 hrs
• Opening eateries (24hrs) which will increase use of space
• Raising awareness on the issue of safety with people using the area.

21. GICP: years 2 and 3
• Meeting to discuss baseline findings Feb. 2010
• Work on policy development, including
developing logic models
• Meeting in June 2011 to discuss progress in policy
development:
– Public transport (Delhi)
– 2 low income neighbourhoods (Rosario)
– Housing policies (Petrovadosk)
– 3 low income neighbourhoods (Dar)
• Evaluation and ‘toolkit’ by end of project Jan.
2012

22. Delhi – Multi-pronged interventions
Crime Prevention and Urban Planning and Design
enforcement •Lighting
•Improve police-community relations •Road design
through joint activities •Public market design
•Provision of gender desks in university •University campus – promote mixed
•Recommendations to improve uses
programme with women police
officers Social prevention
Anti VAW campaigns
Addressing youth and boys
Urban governance and Social Street children and homeless
Prevention
service delivery
Education initiatives
•Public awareness targetting different
populations
•Training with bus drivers and subway
staff •Education initiatives Recreation
•Partnerships to improve access to •Empowerment activities with women
basic services Livelihood
and vulnerable populations
•Help develop neighbourhood safety
committees with government

23. Making public transport safe and inclusive
“We cannot trust anyone, no man on the street.
Whenever I've faced harassment on a bus, like brushing
of bodies, and if I've raised my voice, no one has done
Delhi Transport anything about it, neither the conductor or the men or
corporation the women." (FGD with women from north east)
Delhi Metro
We boarded the Metro from Rajeev Chowk around 9:30pm .
Inside the women's only compartment, there were many male
Rail Service
passengers. They wouldn't budge. We knocked on the driver's
door. The driver asked the men in the women's section to
move out but to no avail!" said a regular commuter
Women Taxi Service

24. Towards Institutionalisation: DTC
‘Training 40, 000 work force through 47 instructors’
• ‘Women’s Safety in bus’ sessions in Delhi Transport
Corporation (DTC) training curriculum
• Pool of trained instructors in DTC
• Appointment of Women Conductors & Drivers
• CCTV cameras in DTC Buses
• Awareness campaigns engaging the public
• Policy on Sexual harassment at workplace for DTC
• Safety guidelines for bus terminals and bus stops

25. Engagement through Sensitisation and Awareness
Cab drivers in session on
safety in public spaces and
laws
Mending the
gap with DMRC

26. PROJECT TO IMPROVE WOMEN’S SAFETY IN PUBLIC TRANSPORT
Women do not feel safe or comfortable as they experience sexual harassment and sexual
assault in public transport
PROBLEM
Public awareness Campaign on women’s ‘rights
Training of different to city’/ safety- dissemination of information and Engagement with senior management
transport service providers strategies/ redressal mechanism through posters to effect strategic policy change
ACTIVITIES / sticker on buses, bus stops, terminals, autos,
etc.
• 45 Delhi transport Corporation 15 women private taxi
(DTC) instructors trained on drivers in partnership with More users of
skills to conduct gender Azad Foundation sensitized public transport Guidelines •Development
•Gender of safety
sensitization training on SH, legal provisions and (men, women) on
OUTPUTS sensitization guidelines
• Development of training and skilled to deal with become aware of women’s
sessions as from the
reading materials for situations of women’s the problem of safety for
part of DTC perspective of
instructors and staff safety and needs of other sexual harassment private taxi
Curriculum women’s and
• DTC Instructors to conduct marginalized groups, like and women’s rights service
for staff disabled
gender sensitization / disabled people, elderly, and the available providers
trainings with 40000 staff etc redress strategies groups
Trained women taxi
DTC staff better drivers feel confident
informed and pro-active Women public Men recognize forms of Improved design
about being able to Women’s safety is
OUTCOMES in handling incidents of deal with violent
transport users feel violence against women and and better
consistently
violence against women confident about actively participate to make maintenance of
situations. Thus feel incorporated/
in buses confronting sexual public transport spaces safe public transport
safer performing their mainstreamed into
harassment for women spaces
job duties. policies
IMPACT Sexual harassment and assault of women in public transport reduced;
women feel safe and confident to access public transport

27. Women's concerns about situations of violence and
infrastructure deficits that are obstacles for women's daily routes.
Design of a safe path for women
Local government support for some of the actions developed.
Difficulties in the coordination with local government
because of the differences in timeframes and agendas.
Participation in trainings with women from other districts.
Bonds and debates that begin to build the Women’s Agenda
for the city as a tool for political incidence.

28. Northwest District Intervention Proposal
Women fear and experience sexual harassment and abuse at bus
stops and in the streets leading to them
PROBLEM
Encouragement, support and Design, planning, and Awareness-raising campaign Activities to strengthen bonds
ACTIVITIES training of women to organise development of a safe corridor about violence against women among community
and act on women’s safety for women in public spaces organisations and actors
Increase in knowledge of
Greater communication and
Women trained in matters of Presentation and acceptance general public and
coordination between
OUTPUTS gender and safety and have of the safe corridor planning government institutions
community organisations to
skills to organise to the district government. about women’s safety in
improve sense of community
public spaces
Commitment by the
Improvements in Local residents and
Women see themselves as decentralised government to
infrastructure and community organizations
capable of dialogue with the sustaining the actions through
OUTCOMES local government to address
maintenance of streets and
articulation with
recognise the safe corridor as
public spaces in the safe a space free from violence
the issue together organisations and women’s
corridor. against women
groups.
IMPACT
Decrease in the level of sexual harassment and abuse that women
experience in the area of the safe corridor.

29. Dar es Salaam workshop (June 2011)
• 20 people: coordinator (Delhi), administrative
person (Montreal), evaluator (London), Advisor
(Melbourne); 2-4 people each from the 4 sites
• Skype meetings every 6 weeks, but first time most
had met F2F
• Purpose: evaluation and final product of project
(toolkit) – agreed on summary 10 points

30. Where we started from… mutual
understandings about right to the city
• “Recognizing that different forms of GBV are a barrier to
women’s right to the city, including women’s ability to
freely access and enjoy public spaces and participate in
decision-making processes.”
• “Partnering among stakeholders including women, local
government, women’s organisations and others is an
effective mechanism to bring about positive changes in
public spaces to make it inclusive and safe for all.”
• “Engaging with a wide range of stakeholders provides an
opportunity to deepen understanding and commitment to
the creation of safe and inclusive cities.”

31. Learning from GICP: research as an
empowerment tool
• Legitimation of knowledge: Importance of
institutionalizing and legitimizing tools as
‘research’, not only community development
– All had done WSA, ¾ had done FGD, 0/4 had done
street surveys but they hadn’t published findings or
compared methods with other places…
“Analyzing this data, and data from reviewing
existing policies and programmes in each context
has given us the basis to develop effective
interventions using a Right to the City approach –
asserting that everyone has an equal right to public
space and to decision-making around public space”

32. policy analysis as an empowerment
tool
• Partnerships between governments and
community-based women’s organizations depend
on the ability of the latter to understand how
policy processes work…
“Empowering women, girls and other stakeholders
through increasing public awareness of the issues of
violence in public space, engaging women at the
neighbourhood level to take leadership, advocating
for policy changes to budgets and to public spaces
and using media has created a strong support base
for our organisations and for local politics.”

33. Evaluation as an empowerment tool
• Questions about how to evaluate interventions –
partnership development? It is too early and too
simplistic to try and measure impact in terms of
violence but you can measure changes to public
space in some cases…
“Planning interventions so that the problems are
addressed through activities with clear outputs and
outcomes, leading to desired impacts, have made
our work stronger.”

34. Peer to peer knowledge exchange as
an empowerment tool
“Mutual support between community-based
women’s organizations globally through the
internet, face- to -face meetings, which encouraged
learning and reflection has helped develop an
international community of practice that will make
our own work, and the work of others, more
powerful.”
• Lessons from GICP have informed new UN
Women program working with 5 cities 2010-2016
• All 4 local leaders are now in their 20s!

35. 2. Travelling Together: Disability
Inclusive Road Development project
How can people with disability influence decision-
making about road development in PNG? (Australian
Research Development Award, 2010-2013)

36. Project Partners
• CBM-Nossal Institute Partnership for
Disability Inclusive Development
• Cardno Emerging Markets
• Faculty of Architecture, Building and
Planning, University of Melbourne
• PNG Assembly of Disabled Persons
• Divine Word University
• Funded through Australian
Development Research Awards Descriptor: Buluminsky Highway New
Ireland - a section of the highway which
(ADRA) program by AusAID – is currently under maintenance. There
are eight road workers and a truck. They
Australian Agency for International are fixing potholes and widening the
road itself. (Photo: Disability Inclusive
Development Road Development project)
• Other people with disabilities and
organisations

37. Research Aims
1. Prioritize appropriate responses to access needs of people
with disability in PNG
2. Contribute to the evidence base for disability inclusive
infrastructure development in the Asia-Pacific region
3. Develop guidelines to support disability inclusive infrastructure
consultation, planning and development for use by various
stakeholders involved in road decision-making and construction
4. Develop a training package on disability inclusive road
planning and development, to be conducted by disability
organisations for infrastructure stakeholders
5. People with disabilities (women and men) have ownership of
the research and the capacity to utilise the findings in their
advocacy and rights-based work with the PNG government and
development sector

38. Research questions
1. What are the perceived barriers and facilitators for
people with disability accessing road infrastructure and
services in rural and urban PNG?
Outline of Research
2. What are the perceived outcomes of selected rural and
urban infrastructure developments on the lives of people
with disability and their families (changes to social
participation, livelihoods, education, health)?
3. How have people with disability participated in selected
rural and urban road infrastructure planning and
development?
4. What are the recommended approaches in disability
inclusive consultation and participation in road
infrastructure planning and development in PNG?

39. People with disabilities in PNG
 PNG National Policy on
Disability reports 10-15% of
the population have
disabilities
 Most common impairments
are movement, seeing and
hearing impairments
 Common causes are
disease, accidents and aging
 Some people also believe
in supernatural causes
 Violence, ethnic clashes,
Descriptor: People with hearing impairments give information to the
and road accidents are also data collectors, Hekoi Igo, who is visually impaired, and Mary Ikupu
common causes of disability who is a wheelchair user. (Photo: Disability Inclusive Road
Development project)
(Byford & Veenstra 2004; Thornton & Pirpi
2008; Stubbs & Tawake 2009)

40. PNG context: road development
• 85% of people live in rural areas
– 35% live over 10 km from a road which would link them to a
major city - 17% have no road access at all
• Up to 85% of roads are impassable during wet season (because of
islands and mountains, boats and planes also important forms of
inter-urban transport)
• Incidence of poverty doubled for households living more than 60
minutes from a road
• Primary means of transport is still walking (photos: Disability
Inclusive Road Development)

41. Roads: Necessary but
Dangerous
Road development can
reduce poverty in
developing countries by
improving:
 Access to
essential services
like schools &
healthcare,
 Social networks
 Economic
Descriptor: Children using a road to get to school in Lae opportunities
(Photo: Disability Inclusive Road Development project) (Barrios 2008; Estache 2010)

42. Roads: Necessary but
Dangerous
Road traffic is a source of
disability and can
exacerbate disabled
people‟s marginalization
Nairobi, Kenya: road
evaluation with pedestrian
crossing observations found
that elderly and disabled
people looked stressed and
nervous traversing major
road with inadequate
crossings, in contrast to
other adults using the Descriptor: Ismael Leanave, a data collectors and is a person
crossing with a movement impairment, is crossing a road in Madang
during a break in the traffic. (Photo: Disability Inclusive Road
(Mitullah and Makajuma 2009) Development project)

43. Community participation in
planning means better results
Road infrastructure planning is mostly
led by governments – But community
participation can improve results
(Paul & Katare 2010)
 India: village councils prioritized
roads for improvement, community
members led walkabouts with
engineers to prioritize improvements
(Paul & Katare 2010)
Tanzania and Uganda: group
discussions with councils, engineers
and community representatives to
prioritize roads for improvements
(Leyland 2003)
Descriptor: A poster from a community activity highlighting things they like
about a road. (Photo: Disability Inclusive Road Development project)

44. How we will answer these
questions
Stretches of roads in
five sites:
 2 urban sites (Port
Moresby & Goroka)
 3 rural sites (Lae,
Madang & New
Ireland)
Combination of
roads which are
completed and those
under re- Descriptor: Consultations with different stakeholders on site
selection. There are a group of people looking at a map of PNG.
development or These people represent PNG Assembly of Disabled Persons, the
maintenance National Board of Disabled Persons, and the National Disability
Advocacy and Resource Centre. (Photo: Disability Inclusive Road
Development project)

45. How we will answer questions:
Tools
 9 Interviews with
local road decision-
makers
 Group discussions
with people with
disabilities
 “Moveabouts”
 Photo elicitation and
poster making Descriptor: Data collectors and participants from the pilot of the group
discussion and poster making tool. There are women and men with
different types of impairments, children with disabilities and their
parents. (Photo: Disability Inclusive Road Development Project)

46. How are people with disabilities
involved in the research?
Five pairs of data collectors:
Descriptor: This is a photo of the data collection team! From left to right at the back there is: Mary Ikupu, Joyce Christian, Ismael
Leanave, Joseph Lapangot, Hekoi Igo, Elina Seko, Demond Beng and Babra Peter. In front is Ipul Powaseu, PNG Research
Officer, Rachel Tararia seated, and Benedict Hipom, seated. (Photo: Disability Inclusive Road Development project)

47. Project Principles
Project principles:
 Full participation of
people with
disabilities in every
phase
 Accessibility
 Capacity
development
 Inclusion of all
Descriptor: People with disabilities congratulate each other at
groups the close of a group discussion with clapping in sign language.
(Photo: Disability Inclusive Road Development Project)
 Partnership building

48. Why consult with people with
disabilities?
• UN Convention on Rights of Persons
with Disabilities (CRPD)
• People with disabilities can have
additional access needs to other road
users
• Accessible roads are accessible for
everyone! Children, older people,
pregnant women ...
• Cheaper to plan it in than to fix later!

49. The 5 data collection sites
Road How many? Who? Impairments
Port Moresby Boe Vagi in Hanuabada. It was 10 people: 6 women, 4 2 speech and hearing, 1
completed within last 2 years. It is men. Between age 10 and speech, 4 intellectual
currently being rehabilitated 56, mostly between 18-30. impairment, 2 wheelchair
(repaired). users, 1 partially sighted.
Madang Talidig Market to Talidig school 8 people for most activities: 2 wheelchair users, 2 users
stretch of Madang- Bogia National 5 women, 3 men, all under of crutches, 1 vision
Highway, in rural part of Madang 30 impairment plus balance,
province. It was completed 12 years hearing impairment
ago
Lae Zifasing stretch of Okuk Highway 7 people: 2 elderly( 1 man 2 amputees, 1 hearing
(Highlands Highway). The road was 1 woman ), 1 teenaged boy, impairment, 4 movement
resealed over the last 3 years 4 girl children aged 6-8 impairment
with parents
Kavieng Buluminsky Highway between 11 people: 8 youths (under Visual, intellectual, hearing
Kavieng and Lemakot in New 25) and 3 adults; 6 women, impairments; no mobility
Ireland. Road was created 18 years 5 men impairment other than data
ago but there is routine maintenance collector.
going on, including resealing, bridge
upgrading and drainage construction
Goroka Highlands highway from Rotary Park 12 people: 2 women, one Mostly mobility impairment,
to the National Sport Institute in 40 year old, others men, 1 speech/hearing
town. There is a plan to upgrade and mostly students aged 20-30 impairment, multiple
reseal the road by the end of 2012 disability,

50. Learning from DIRD-PNG training:
research as an empowerment tool
• Low cost qualitative data
collection tools =
effectiveness as a lobbying
tool with local and senior
government
• In contrast to GICP, where
project workers had uni
backgrounds, only 2 of the
PNG researchers have uni
qualifications, most are
year 10 – but they picked
up tools quickly and were
able to analyse results and
create advocacy plans

51. Gender mainstreaming
• Why one
woman and one
man in each
site?
– Comfort
– Under-
representation
– Employment
and leadership
opportunities

52. Next Steps
• Research is now ‘owned’ within PNG – have hired new
PNGADP person to support advocacy in the provincial
sites and to organize a summary workshop in Port
Moresby March 2013
• Training guide for DPOs is being developed for new
sites in PNG (including buildings as well as roads) and
across the Pacific region
• Consultation protocol and engineering guidelines have
been developed in conjunction with Cardno and will be
launched at the workshop – these are integrated within
AusAID’s new disability inclusion guidelines

53. Partnerships
• The biggest challenge (as it is in so many
projects) is to get NGOs comfortable in
confronting planning power- road decision-
makers… and also to get road decision-makers
to take grassroots organizations seriously
• The notion in both GICP and DIRD-PNG is that
we researchers ‘leave behind’ tools and
partnerships to create safer and more
inclusive communities

54. Children’s Independent Mobility
(10 year old boy, private housing, Southbank)
• The freedom of those under 18 to move around in public
space without adult accompaniment (Hillman et al 1990):
walking, cycling, public transport (active transport)
• Usually a focus on primary school children 6-12

55. My Research on Children’s
independent mobility
1. Institutional Enablers to Children’s Independent Mobility (VREF)
Phase 1: rationale and policy scan 2006-2007
Phase 2: do Child Friendly Cities have the capacity to promote CIM? 2008-2009
2. The diffusion/ de-fusion of Walking School Bus (VREF 2008)
3. Vertical Living Kids: creating supportive high rise environments for
children in Melbourne, Australia (Victorian Health Promotion
Foundation, 2008-2009)
4. Social Capital and Children’s Journey to Catholic Schools (PhD candidate
Pat Love) 2009-2012
5. iMATCH and CATCH: Independent Mobility, Active Travel and Children’s
Health - two national studies with 4 other universities (Australian
Research Council and ‘industry partners’ 2010-2013)
– CATCH will roll out the Vertical Living Kids methods to a national study of
environmental influences on CIM and AT
– iMATCH will evaluate policies and programs on CIM in Victoria and
Queensland

56. The Problem: Huge Generational Shift in Active Travel
and Independent Mobility
(Harten and Olds 2004, Garrard 2009; photos: Jana Perkovic)
• Melbourne 1970, 55.3% 6-18 walked to school, 14.3% took car; 1994,
22.2% walked, 43.9% took car
• Melbourne 1994-1999, children aged 0-14 years made an average of
23.1 trips/week, 71% as car passenger, 22% as a pedestrian (22%)
• This problem is much greater in rich Anglo-American countries than in
other cultures (Japan, Germany, Finland)

57. Huge Generational Shift in CIM: why?(McMillan 2004)
• Main reason: Traffic safety and
‘stranger danger’: perceptions
• Other reasons: Increasing car
ownership (why not drop off child on
way to work?), increasing sprawl
(distances to amenities), decreasing
neighbourhood activities (decline of
milkshop, fewer and bigger schools),
‘turbo charged childhoods’ (less time
to walk or cycle)
• Vicious circle: more traffic around
schools means less safe
• Road safety education and ‘risk
management’: “Always hold the hand
of a child under 11” says Pedestrian
Council in Australia, while the norm
in Japan is that children as young as
4-5 travel to school on their own

58. Impacts (photo: K. Malone)
• Child overweight and obesity: 25% of Australian kids
now, 5% in 1960 (Australian Society for Study of Obesity 2004)
• Social and mental development of children, anxiety and
depression, readiness to learn, environmental
knowledge, development of spatial, motor and analytic
skills, number of local friends and acquaintances (Tranter and
Pawson 2001, Prezza et al 2005, Malone 2007)
• 2/3 of pedestrian accidents in Victoria involving children
occurred in relation to cars doing school drop off and
pick up (Morris et al 2001)
• Driving children to school, recreation, friends, etc. a
significant source of traffic congestion eg., ‘the school
drive’ accounts for 17% of traffic 8.30-9 a.m. in
Melbourne (DOI 2005); airborne pollutants are higher around
some schools than in the surrounding neighbourhoods
(Kingham and Ussher 2007); in car pollution worse than outside cars
(Internatonal Centre for Technology Assessment in Tranter 2004)

59. Children and Rights (image: UNICEF)
• Traditionally, children • UN Convention on
seen as “undeveloped, Rights of Child: "social
lacking even basic actors who shape their
capacities for identities, create and
understanding, communicate valid
communicating and views about the social
making choices... world and have a right
powerless within their to participate in it" (ibid, p.
460).
families and often
voiceless and invisible
within society" (MacNaughton et al., 2007,
p. 458).
59

60. UN Convention on Children’s Rights 1989
• Article 3: “In all actions concerning children… the best
interests of the child shall be a primary consideration”
• Article 12: “States Parties shall assure to the child who is
capable of forming his or her own view the right to express
those views freely in all matters affecting the child”
• 31: “States Parties shall respect and promote the right of
the child to participate fully in cultural and artistic life and
shall encourage the provision of appropriate and equal
opportunities for cultural, artistic, recreational, and leisure
activity”
• Ratified by all UN Nations, with exception of US, Somalia,
and South Sudan – Australia one of first signatories
60

61. UN Child-Friendly Cities initiative 1990
• “promotes the implementation of the Convention… at the
level where it has the greatest impact on children’s lives”:
local government (UNICEF, 2004, p. 1)
• CFC outcomes “policies, resource allocations and
governance actions are made in a manner that is in the
best interests of children and their constituencies”
• “safe environments… with opportunities for recreation,
learning, social interaction, psychological development, and
cultural expression” are provided
• “children have the right to participate in making decisions
that affect their lives and are offered opportunities to
express their opinions” (Malone, 2006, p. 21).
61

62. Barriers to CFC (safenetwork.org, derbycounty-mad.org.uk)
• Preschool and primary school
children are often portrayed as
‘angels’, needing protection from
strangers as well as traffic
• In contrast, teenagers using public
space are often portrayed by the
media as ‘devils’ outside parental
control denied “legitimate
(Valentine, 1996),
user status” in semi-private
shopping centres and recreation
complexes (Malone and Hasluck 1998, p. 34)

63. From Battery Reared to Free Range
Children (2007-08)
Safety through restrictions Safety through independence
• Risks of traffic safety and • Giving children power to talk
stranger danger greater about what they like and
than risks of physical dislike, and recommend
inactivity and fear changes
• Parents are to blame if • Emphasizes the responsibility
something bad happens to of government and civil
children – including blame society in encouraging
for children’s inactivity children’s access
• Role of experts is to tell • Role of experts is to listen to
children and parents what children and act on
to do suggestions

64. Walking the Walk 2008-2009
• Like 1st phase, funded by Australasian Centre for
the Governance and Management of Urban
Transport (GAMUT)
• Comparison of 5 ‘intervention’ councils in
Victoria who were pursuing CFC policies in 2008
(Melbourne, Port Philip, Bendigo, Brimbank,
Ballarat) with 2 matched ‘control’ councils to
determine whether there are changes in policies
and practices that could promote CIM
• Policy review plus interviews with 2 council
officers in each council
64

65. CFC planning policy framework
1. Policies: explicit recognition of children as a diverse interest group with
rights – not trickle down from family-friendly policies
2. children’s rights to all public space, not only those designated as ‘child-
specific’ spaces such as playgrounds or schools
3. achievable targets, strategies and implementation mechanisms that
name lead departments, and provide a whole of government response.
(eg., an increased number of children reporting use and comfort in public
spaces)
4. Policies that consult with and support children must be integrated into
other local government policies, such as health and land use plans.
5. Practices: Social and land use planners, local councillors and senior
managers, must be trained in a rights based approach to planning for
children – not just one champion
6. Planners must be equipped with the skills that allow them to interact
with children, including the ability to transform complex plans into
simple diagrams, and complex ideas from children into planning policies

66. Walking the Walk findings
• Policies: Focus on children’s rights filtering into Municipal
Early Years Plan and possibly, Health and Wellbeing Plans in
CFC sites
• Not reflected in Municipal Strategic Statements or other
land use planning/ design documents that might influence
CIM outcomes
• Practices: CFC has a positive impact on planning practices:
children as ‘current citizens’ rather than ‘future citizens’
• However, uncertainties about how to move ‘consultation
findings’ into practical input in strategic planning and
development approval – focus on ‘children’s spaces’
(playgrounds) rather than entire public realm
66

67. Good policies – recognition of children
as a group with rights
• City of Port Phillip, in its Creating a Child-Friendly Port Phillip
Implementation Plan (2005, p. 1), committed to developing a Child Impact
Assessment tool for policies and services and also committed to including
in council report templates a requirement to state the effects of any
proposal on children
– Green Light campaign to lower speed limits and increase traffic stopping times along
major roads, particularly those used to travel to schools
• The City of Melbourne has recognized, in its recent long term strategy plan
(2009, Connected City section- goal 3 Walking City): “whether or not
children are safe to walk is a real test of a walking city”.
• In contrast, a planner interviewed in a control site said: “We speak with
parents, and I’m a parent myself”.

68. Good policies- children belong
everywhere
• The City of Greater Bendigo’s Playspace Strategy (2009, p. 7) provides an
inclusive definition of play spaces as “the entire site where play can
occur”, including elements such as “landscaping, paths, lighting, fencing,
open space… seating, shade structures, barbeques” as well as natural
features such as boulders or logs. The ultimate aim is to “provide a broad
range of high quality play opportunities and experiences which stimulate
the imagination and can be enjoyed by the whole community, regardless
of age or ability”
• In contrast, the control sites’ policies were still focused on the
management of child-specific spaces like child care centres and maternal
and child health centres. When issues of accessibility for children were
raised, they were usually destination focused, such as access to schools or
playgrounds. There was no notion that children can and do walk and play
everywhere.

69. Vertical Living Kids (2008-09)
• Qualitative and exploratory study of 22 children aged 8-12
living in privately-owned housing, and 18 children living in
public housing, all in high rises (4+ storeys) within 4 km of CBD
• Like the CAPABLE project in the UK (Mackett et al, 2008), we
sought to investigate children’s perceptions and use of local
environments through global positioning system devices
(GPS), activity (heart) monitors, parent and child surveys and
travel diaries with children in years 4-6 over 4 days (two
weekday and two weekend days). We also used ‘photo voice’
and collages to ask children about likes and dislikes in local
environments
• We were seeking to uncouple ‘public housing’/SES effects
from high rise housing effects and see whether CIM and AT
results were different for children in high rise housing

70. Results: Significant differences between public and
private housing kids
(10 year old boy, public housing, Carlton; 12 year old girl, private housing, St. Kilda )
- 62% of public housing kids journeyed
alone or with other kids, v. 17% of private
housing kids (latter average for suburbs)
- 83% of public housing kids created
collages dominated by estate play spaces,
despite the fact that over half frustrated
with quality of spaces. Only 44%
identified commercial spaces they
frequented, none mentioning downtown
shopping (mostly milk bars)
– Only 50% of private housing kids
identified play spaces at all, and 86%
identified commercial spaces they liked,
mostly downtown shops; 81% liked
aspects of living downtown

71. Matrix of CIM (Kytta 2004)
Child-Friendly City: Lots of things to do Wasteland: few things to do; but lots of
and explore; children are autonomous kids
Glasshouse: Lots of things to do and Prison: Very few things to do; children are
explore but children are discouraged from discouraged from exploration
exploration

72. Results (8 year old girl, private housing, Southbank; 10 year old girl, public housing, Carlton)
• Reinforces King’s (1974) studies of public/private housing in Sydney:
apartment children are “embedded in more encompassing, social,
cultural and spatial systems” (Vliet 1986) that mediate their
environments… don’t conflate high rise housing with public housing!
• Kids want “social space… to be a part of the city’s life” (Ward 1977), not
only purpose built “child spaces” (Freeman 2006) within a “sea of adult-
centric space” (Fincher and Iveson 2008)

73. The CATCH/iMATCH project
• 2 Australian Research Council grants July 2010-Dec. 2013
• CATCH (Children’s Active Travel, Connectedness and Health)-Children’s
perspectives on local environmental likes and dislikes and how that
influences their independent mobility, active travel, and sense of
community
• iMATCH (Independent mobility, active travel and children’s health) -
effectiveness of policy interventions in increasing children’s independent
mobility and active travel
• Same research team
– Carey Curtis (Curtin- Perth) and Matt Burke (Griffith – Brisbane),
transport planners
– Carolyn Whitzman (Melbourne), social planner
– Paul Tranter (UNSW/ADFA – Canberra), social geographer
– Mitch Duncan (Central Queensland – Rockhampton) and Christine
Armit (Merri Community Health Centre), public health

74. CATCH/iMATCH Methods
• 6 public school-based sites spread out across 3 states:
– 1 inner city
– 2 middle suburbs
– 2 outer suburb/ master planned communities
– 1 regional town
• 3 intervention site with ATS program, 3 control sites
• ~40 children in grades 4-7 (senior primary) and their parents
in each school, using same methods as Vertical Living Kids
(week with camera, child and parent surveys, travel diary,
GPS, heart monitor)
• Rockhampton and Melbourne have completed data
collection, Brisbane and Perth in 1st half 2012

75. 2 Melbourne sites

76. Brunswick (photos: homes.ninemsn.com.au; pubcrawl.blogspot; melbourneproject.com;
todaymelbourne.blogspot.com)
• an inner suburb, 5 km north of CBD, dating from the 1880s, that has
undergone the transition from industrial neighbourhood to post-
industrial gentrification
• Upper middle class, large proportion of artists and academics –
excellent tram connections to CBD, train line and busses
• East Brunswick is adjacent to Merri Creek, popular bike and
pedestrian trail, and CERES Environmental Park and market

77. Glenroy (photos: realestateview.com.au; flickr.hivemind.net, mooneevalleyleader.com.au;
• A ‘middle suburb’, 15 km to the northwest of the city, mostly dating from
the 1950s – with a rail station and trains but no trams
• While having a higher proportion of new migrants and higher
unemployment, it is lower middle class rather than poor
• Glenroy West is adjacent to Moonee Ponds Creek, quite different from
Merri Creek…

78. Sampling
Total students Surveys returned Collage activity
Glenroy 111 45 (41%) 35 (39%)
Brunswick 104 30 (29%) 26 (25%)

79. Child Survey
• AT: ‘usual’ modes of travel to school, parks, shops, friends’
houses, other local destinations
• IM: whether the child was accompanied by an adult or
journeyed alone or with other children
• Satisfaction with IM: “do you wish you had more freedom to
go outside?”
– “if you answered yes, what would you like to do outside?
Why would you like to do this?”
– “if you answered no, why?”

80. ‘Week with a Camera’/Photo collage
• “The idea is to get an idea of how children see their neighbourhood… Think of
places around your neighbourhood that you either REALLY LOVE or REALLY
HATE… but it would help us a lot if you could take some photos of the
following:
– a photo on your way to school:
– a photo on your way home from school
– a photo of a place you go in your neighbourhood, outside of school
– a photo of something you like to do or a place you like to go without
adults (or would like to, if you were allowed)”
• Created 3 collages: things I LOVE and HATE about neighbourhood and a
PERFECT neighbourhood to explore

81. Findings: satisfaction with IM
60% of Brunswick kids Only 30% of Glenroy kids
satisfied with IM, no relation satisfied with IM, no relation
with whether they live in with whether they live in
same neighbourhood as same neighbourhood as
school or not (and many live school or not (fewer live
outside suburb) outside suburb)
live in Brunswick (13) Live outside suburb (18) live in Glenroy (30) Live outside suburb (13)
Satisfied with IM (9) (4)
(13)
Satisfied (9) (9)
with IM (18) Unsatisfied with (21) (9)
Unsatisfied (4) (9) IM (30)
with IM (13)

82. Satisfaction with IM: Brunswick
• In general, the Brunswick students
answered that they get lots of “outdoor
time” by themselves and with friends
• Even those who were dissatisfied with
their outdoor freedom reported high
levels of active travel, but wanted more
independence from parental supervision
– ‘Dan’, a 9 year old boy in year 4 living
in Brunswick, says he usually walks to
school and other local destinations by
himself. He says he is satisfied with
his independent mobility because he
can go outside “even when it is dark”.
He walks a lot with his dog near the
creek

83. Dissatisfaction with IM: Brunswick
• ‘Max’, a 10 year old year 4 student living in Coburg, the suburb
immediately north of Brunswick, bikes with adult supervision to school,
shops and friends’ houses. He wishes he had more freedom to “walk my
dog, go to friends’ houses and go to park with my brothers” so “I would
get used to growing up”.
• Debbie, a 10 year old year 4 girl living in Northcote (the suburb
immediately east of Brunswick), is driven to school, but walks with adult
supervision to local shops and parks. She wishes he had more freedom to
independently “ride my bike/scooter, play with friends, play/walk dog’
because “its fun” and to “feel like I have more responsibility”.

84. Satisfaction with IM: Glenroy
• ‘Laura’, a 13 year old girl in year 6 who lives in Sunshine (a suburb 2-4
km west of Glenroy), walks 15-30 minutes alone to school and also
walks to local parks and friends’ houses. She says she has “enough
freedom already”.

85. Dissatisfaction with IM: Glenroy
• ‘Grace’, a 10 year old girl in year 4 living in Glenroy, is driven to schools and
friends’ houses, and doesn’t go to local shops. She’d like more freedom to
“go places with friends and see what it is like”. She has no suggestions for
change, took no photographs of public spaces, and her sole
neighbourhood dislike was “I hate *garbage+ bins”.

86. Nature in Brunswick and Glenroy
• Specific natural areas are mentioned much more by Brunswick students
and photos also highlight both natural areas and nature on streets (eg.,
“the tree 11 houses from where I live”)
• One Glenroy student, ‘Britney’, a 12 year old year 6 girl who lives very
close to the school, talks about a “paddock” (which is actually a building
site) next to the school, and in which she plays despite the fact that “you
aren’t meant to go in it”. She calls it a “park without a park”.
• The absence of perceived nature areas appears particularly acute in
Glenroy, despite a creek being in equal distance
• 7 Glenroy students wanted more and better spaces for active play: more
parks, water slides and pools, playgrounds, sports clubs, and in general,
“more fun stuff”.

87. Is there more violence in Glenroy?
• 9 Glenroy students mention violence or scary people (plus 4
mention ‘pit bulls) v. 2 in Brunswick
• Data collection period October-December 2011
• June 28, 2011: one man shot on Glenroy residential street in
suspected gang feud, one day after shooting in adjacent
suburb Jacana
• August 16, 2011: two men dead and one injured on Brunswick
residential street – also longstanding feud
• November 28, 2011: one man shot next to busy shopping
centre in Brunswick
• So why was violence such a big issue in Glenroy and not in
Brunswick?

88. Perceived lack of social capital in
Glenroy
• 5 Glenroy students focused on more and better interaction
with other children and adults: “more kids”, “everyone should
walk or cycle to work one or two days a week”, “everyone
should wear nametags”, “people should mow their lawns and
pick up rubbish”. Laura, the Glenroy student who walked
several kilometres alone to school, wanted “ people you could
meet up with”
• Brunswick kids were far more likely to make
recommendations about built environment concerns such as
traffic
• Fear may be bound up with less intimate environmental
knowledge, but also with sense of empowerment – ability to
change communities

89. Perfect neighbourhood; 9 year old girl, Brunswick

90. Perfect neighbourhood, 9 year old girl, Glenroy

91. Children’s Likes, Dislikes, and Ideas for
Change
• Appear to be related to different AT and IM responses
• Brunswick: concerns about car traffic, and to a lesser extent, maintenance
issues like rubbish and lighting and inappropriate new apartment
development creating further traffic BUT also knowledge and pleasure
from natural areas, sports fields and other facilities that promote physical
activity, local shops, and the streetscape itself
• Relative satisfaction leads to concrete ideas for change: eg., specific street
corners that need longer traffic crossing times
• Glenroy: much less satisfaction with urban destinations and amenities
such as natural areas, playgrounds and sports facilities, and shops AND
much less local environmental knowledge to draw upon, in terms of ideas
for positive change
• Relative dissatisfaction leads to fear of strangers, fauna (pit bulls, spiders,
crawly things)… avoidance of public space

92. Right to the City
• Focus of Andrea Cook’s PhD Thesis “Citizen Kid” is a replicable
consultation tool for children related to changes to public
space
• Children are, at best, ‘citizens in waiting’, with limited rights
(Fincher and Iveson 2008)
• Concern about ‘risk’ becomes a way to limit children’s rights…
but risks from stranger danger are very low in Australia and
have not increased – resilient children become resilient adults
(Koskela 1997)
• There is a journey from dependence to autonomy and it is
different for every child… notion of ‘graduated licences’ to
walk to school, other neighbourhood destinations, bike, cross
major street, go downtown (Hillman et al 1990)

93. who was involved in the CKPG…
The University of Melbourne
(as facilitators/researchers)
Moreland City Council
(as partners and participants)
Merri Community Health
Service (as partners and participants)
Glenroy West Primary School
(48 CATCH/iMATCH kids and 7 CKPG kids)
Brunswick East Primary School
(32 CATCH/iMATCH kids and 6 CKPG kids)

94. Our two ‘live project’ sites…
MORGAN COURT
SPARTA PLACE

95. the four CKPG sessions…
Session 1: site visits
(where we investigated the two sites and
what they were like now for kids)
Session 2: dreaming the future
(where we imagined the ‘perfect’ future)
Session 3: ‘design in’
(where we discussed priorities and how
different ideas could see the light of day)
Session 4: reflections
(where we talked about what was most
important to take away from this process)
…plus follow up activities

96. Sparta Place, Brunswick…
The walk took longer
than expected (Q: Is
Q: Is it a place for that a good or bad
kids? Not yet… thing?) A good thing…
There isn’t anything It needs a big
really bad… but sign at the
there isn’t anything entrance, like at
really good either … CERES
There is no one here.
Would be better if
there were more
people in general

97. we saw kids climbing…

98. Morgan Court, Glenroy…
I love the wall… it’s
Its a good The tin shed
fun and it makes
place to sit ruins the whole
me feel good …
look of the
place …
The paving is not
good for scooters The new flag
and the terrain poles are not
wrecks the wheels even good for
climbing
because they
There are too are too slippery
many mean
people

99. we saw kids making art…

100. Sparta Place & Morgan Court visions…

101. the model for Sparta Place…
creating an ‘Epic’
more people, brand for kid-
especially kids… friendly shops
trees for shade
and climbing more colour,
more attractive
things that
kid-friendly
move (like
activities
electronic go-
carts)

102. the model for Morgan Court…
fun lighting more
and colour… attractive happy people
around the
place…
a festival where
there is music, different clinics
people and fun and activities
things to do that kids can try
– sports, crafts,
food and drink cooking, etc
and places to
eat (e.g. a café)

103. great messages for people to hear…
we can do
things and work it is
well in a team important to
make it fun
it shows that to be in
all kids have places
ideas…
even kids have a
we got to voice and if they
experience use it, they can
kids are working with the change things
citizens! Council

104. Next and final steps, CATCH/iMATCH
• Some gender and age differences, but the site
differences are coming up as the most significant
• What physical and social aspects of local
environments makes children more likely to be
given ‘licenses’ to autonomously explore?
(collages, child/parent surveys, GIS mapping)
• Are the children who use active travel to school
getting better physical and social health
outcomes (accelerometer, travel diaries)?

105. Place, Health, Liveability
• Gender Inclusive Cities is done
• Travelling Together is in dissemination/ final
report stage
• CATCH/iMATCH is in analysis stage
• Starting on new Australian-based research
programme

106. Affordable housing (Monash University, the
end of affordable housing in Melbourne? 2012)

107. Housing density and affordable living
(State of Australian Cities 2012, Dodson and Sipe 2008)

108. Social infrastructure where people
need it most - proportion of people on
social assistance(Melbourne Social Atlas 2006)

109. Causal pathways?

110. Origins of Partnership
• Planning liveable and sustainable
communities in urban growth corridors
project
– Conceived at workshop December 2010
• Place Health & Wellbeing Advisory Group
– Began meeting in February 2011
• Consultations for the NW RMF
– July-August 2011
• Current research program developing
since then

111. Partners - Government
• Department of Health – NWM Region
• Regional Management Forum
– Department of Transport
– Department of Planning and Community
Development
– Department of Justice
– Department of Human Services
• Growth Areas Authority
• Places Victoria
• VicHealth

112. University of Melbourne collaborators on
various projects(indicated in superscript)
– Faculty of Architecture, Building and Planning
• Associate Professor Carolyn Whitzman (Planning)1 2 3 4
• Associate Professor Chris Pettit (Planning, Geography, GIS)4, 5
• Dr Dominique Hes (Architecture)2
• Dr John Stone (Transport)4
• Dr Jennie Day (Urban economist)5
• Dr Marcus White (Agent-based pedestrian modelling)5
– Melbourne School of Engineering
• Dr Lu Aye (Engineering)2
• Dr Mohsen Soltaneih (Spatial data infrastructures)5
– Melbourne School of Population Health
• Professor Billie Giles-Corti (Social and Behavioral Epidemiology)1 2 3 4 5
• Dr Hannah Badland (Sports Science)3 4 5
• Dr Melanie Davern (Psychology)2
• Professor Dallas English (Epidemiology)4
– Melbourne Medical School
• Dr John Furler (General Practice: Socioeconomic disadvantage and chronic health
conditions)5

113. National collaborators
• University of Western Australia
– Dr Bryan Boruff (Geography and GIS)1, 4
– Professor Fiona Bull (Exercise Science and Population Health)1
• Queensland University of Technology
– Professor Gavin Turrell (Social epidemiology)4

114. Place, Health Liveability: To create evidence to
inform planning for healthy, liveable and
sustainable growth areas
• Safe, attractive,
affordable and
sustainable…where
people can live in
appropriate housing,
within walking, cycling
or rapid and reliable
public transport
distance to
employment and
education, social and
health services,
healthy food, and
good quality public
open space
(Photo sources: Sydney Morning Herald, The
Age)

115. Place, Health, Liveability: three research areas
1. How liveability can be defined and measured from a health
perspective (Indicators project, Walkability project, Master‟s
project on age-friendly service access indicator, Community
Indicators Victoria)
2. The impact of current planning policies on the health of people
living in Melbourne‟s growth areas (Data Integration Project, PhD
on planning and access of health services in growth areas, )
3. How integrated planning can work to improve health and liveability
outcomes across Melbourne (Getting to Yes: increasing family-
friendly affordable housing in central Melbourne project, PhD
on evaluating the planning and accessibility health services in
growth areas, PhD on Developing a complex model for evaluating
current urban development in Melbourne‟s outer suburbs, PhD on
evaluating the extent of state policy integration for planning healthy
and liveable neighbourboods, PhD on the applicability of
shophouses in central and outer Melbourne growth areas)

116. Indicators project
• The University has supported a
Community Indicators Victoria project
since 2005 that informs local
government health planning
• But little data available at a smaller
scale than local government area (about
50-100,000 people) and very little data
is mapped
• Before we do this, we wanted to see
what new literature was available

117. Indicators Project: Policy Areas
• Crime and Safety • Healthcare and Social
• Education Services
• Employment and • Housing
Income • Natural Environment
• Entertainment, • Public Open Space
Leisure and • Social Cohesion and
Recreation Community Engagement
• Food and Shops • Transport

118. Indicators Project preliminary conclusions
• Much of the indicators work does not rely on a strong evidence
base
• Much of it compares cities rather than inequalities within cities
• We are looking at both objective (eg., census) and subjective
(eg., survey) data
– What is available
– What is policy relevant
• Some domains have well established indicators (crime and
safety, transport), while others are very underdeveloped
(entertainment, leisure and recreation) or are the opposite of
„one measure fits all‟ (social services; open space)
• Will be testing indicators against health data in next phase

119. Getting to Yes: overcoming barriers to
affordable family friendly housing in central
Melbourne (2013-2014)
• Urban Development Institute,
• Places Victoria (urban renewal authority),
• City of Melbourne
• Department of Planning,
• Planning Institute,
• MGS: prominent social housing architecture firm
• SGS: prominent planning and economics firm
• Housing Choices Australia
• Researchers in geography, urban design,
construction economics and social planning
• 18 month „seed grant‟ (1 Research fellow) to develop
larger grant

120. What will we do?
1. Literature review and online survey of planners,
developers, social housing providers to identify
perceived barriers and good practices in Australia
and abroad
2. 3 local and 3 intl case studies in terms of financial
as well as planning/governance measures that
created success (Vancouver? NYC? London?
Maybe somewhere „foreign‟ like Berlin?), plus
design studio
3. Final report and research dissemination workshops

121. Lessons from Research
• 3/4 Started small (1 researcher, small grant) and grew (who
can I learn from?) – strategic long term thinking about
research programs, not projects – this model can be
replicated
• All theoretically informed by a rights-based, empowerment
partnership approach to applied policy-relevant social
research
• All interdisciplinary (3/4 health partners, also criminology,
geography, political science, engineering, architecture, visual
arts, social work)
• All partnerships with community organizations as well as
government, 3/4 private sector
• All mixed methods, all have elements of policy analysis
(integrated policy, place management approach, partnerships,
indicators and evaluation), 3/4 quantitative as well as
qualitative

122. Consistent set of easy, cheap tools
1. Focus group discussions
2. Walkabouts/ moveabouts
coupled with photo-voice
3. Interviews with decision-
makers
4. Policy analysis: where is the
money? Where is the
potential for partnerships?

123. Think Globally, Act Locally
• Although there are huge wealth and power
disparities, some things remain constant in
my travels:
– Cities are places of opportunity and positive
as well as negative encounter
– People appropriating public space – both
through formal and informal activities and
also through activism (formal and informal) –
is essential to the right to the city
– It is impossible and undesirable to divide
objective built environment measures from
the perceptual and subjective social lens
through which we view the city
– EVERYONE has the potential to exercise right
to the city