Connecting Urban and Rural Learning Initiatives – PASCAL Learning Cities Network (LCN)

Purpose
To explore how urban and rural knowledge systems can be interwoven to strengthen civic identity,
inclusive learning, and place-based innovation—anchored by Derby’s role as a UNESCO Learning City.
Key Themes
• Civic Threads as Connective Tissue: Dr Jones introduced the “civic thread” as a metaphor for
the interlaced relationships, practices, and shared values that shape civic life. It is a dynamic
tapestry of local knowledge, public dialogue, and collaborative action.
• Derby as a Learning City: Positioned centrally in England, Derby bridges urban and rural
geographies. Its industrial heritage, growing diversity, and civic infrastructure make it a
compelling site for inclusive learning. Derby was designated a UNESCO Learning City in 2022
for its commitment to lifelong learning, civic engagement, and sustainability.
• Strategic Civic Leadership: Leadership must be culturally and morally committed to civic life.
Dr Jones emphasised the role of connectors and enablers—universities, local authorities,
third sectors—working in partnership to foster autonomy and co-creation.
• S.H.E.D Case Study (Social Higher Education Depot) from Designing Dialogue CiC: A mobile,
modular arts and engagement space co-designed with communities. SHED exemplifies
participatory design, climate action, and place-based learning. It toured sites including the
V&A Dundee and Timber Festival, gathering pledges and stories from diverse publics.
• Urban-Rural Dialogue & Unlearning: The session called for reframing dominant narratives
and embracing risk and experimentation. Dr Jones’s methodology, The Artistry of
Conversation, positions dialogue as a public art form to bridge urban and rural divides.
Five Civic Goals (Derby’s Framework)
1. Securing our future
2. Driving ambition and positive change
3. Making a positive environmental impact
4. Supporting health and wellbeing
5. Investing in culture as a driver for change
Reflections for Practitioners
• Civic identity is co-created, not imposed—requiring active listening and responsive design.
• Learning cities must be accountable to their communities, fostering inclusive participation
and adaptability.
• Urban-rural knowledge exchange enriches civic practice and strengthens resilience.