Urban Mobility and Social Equity: An Introduction

Duarte, Natalia Villamizar; Oviedo, Daniel; Pinto, Ana Marcela Ardila

doi:10.1108/s2044-994120200000012015

Cited by 4 publications

(4 citation statements)

References 20 publications

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“…Concerning the physical space, the participants described how the availability or the characteristics of the physical space in schools and at home were a barrier to overcome. Physical space, which during face-to-face classes is related to the infrastructure of the school, is a recognized barrier to teaching activity (Duarte et al, 2017; UNESCO, 2022). During the pandemic, this barrier was transferred to homes, where socioeconomic status often determined the degree of difficulty faced by students, parents, and teachers (Pokhrel & Chhetri, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes

Beserra,

Nussbaum,

Navarrete

et al. 2024

Sage Open

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Schools are pivotal stakeholders in increasing the amount of student physical activity, an attribution especially relevant while the COVID-19 pandemic is not overcome. This article evaluates how the use of physically active academic lessons impacted mathematics learning and the amount of physical activity during the transition to face-to-face classes. The objective was also to analyze students, parents, and teachers’ perceptions of this experience. Therefore, for at least 6 weeks in mid-2021, 290 Chilean elementary school students from different schools, together with their 11 teachers, learned and practiced a choreography on geometry during the school routine. Both quantitative and qualitative instruments were used to evaluate this experience. The results from the pre- and post-test showed that students increased their geometry scores significantly ( Z = 13.116, p < .001) by an average of 24.28 percentage points with an increase of 7.33 percentage points if the student attended face-to-face classes. Moreover, the results of the focus groups revealed a positive perception of the experience and increased physical activity. Overall, the study suggests that incorporating physically active academic lessons positively affect both academic performance and students’ physical activity levels during the transition to face-to-face classes.

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Section: Discussionmentioning

confidence: 99%

The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes

Beserra,

Nussbaum,

Navarrete

et al. 2024

Sage Open

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“…However, both neighbourhoods are socially and morphologically distinct from the "formal" areas around them (Izaga et al, 2019), as they are marked by low income, high rates of informality and unequal distribution of public infrastructure. In contrast to marginalised areas situated in geographical peripheries that have been widely debated with a focus on accessibility and distributive justice (Pereira, Schwanen and Banister, 2017;Pereira, 2018;Pereira et al, 2019;Oviedo and Guzman, 2021;Duarte, Oviedo and Pinto, 2021), the central condition of Favela Santa Marta and Vila Tronco was explored as both a positive and a hindering factor for performing everyday mobilities. In Brazil, central favelas are the object of disputes, evictions and inconsistent state attention (Rolnik, 2013).…”

Section: Methodology For Investigating the Role Of Participation In R...mentioning

confidence: 99%

Social participation and mobility justice in Brazil

Barata

2024

Cad. Metrop.

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In the pursuit of more sustainable and just mobilities, academic debates have regarded public participation as a fundamental component in transport and mobility planning. However, little has been discussed about the role of participation in mobility justice in the Global South, where mobilities are not always fair and inclusive. Against this backdrop, this paper adopts an innovative theoretical and methodological framework to investigate the practices, dynamics, and significance of participation within and outside state-led mobility planning in Brazil. The findings from Rio de Janeiro and Porto Alegre provide evidence of a range of spaces for participation and their importance in combating mobility injustices in informal settlements.

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“…Overall, accessibility implies that physical and digital infrastructure are specially designed and managed so that all society members can access and use it in a safe and comfortable manner [7][8][9]. Accessibility also implies the proper design and analysis of all structures and facilities so that individuals can autonomously access them, ensuring mobility across infrastructure networks.…”

Section: Introductionmentioning

confidence: 99%

“…Accessibility is fundamental for structured environments, allowing the inclusion of citizens by enabling access and usage of buildings, facilities, and public spaces [5]. Within urban environments, accessibility must ensure an individual's participation in social and economic activities [7], regardless of any form of limited autonomy (e.g., children, older adults, and disabled people). Ensuring that all citizens are provided with the same and equal opportunities to move and access urban environments, public participation can be achieved, and social inclusion for all can be ensured.…”

Section: Introductionmentioning

confidence: 99%

Auditing Accessibility of Pavements and Points of Interest in Urban Areas: The ‘Seek & Go’ Tool

Achillas,

Aidonis,

Tsolakis

et al. 2023

Signals

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In recent years, accessibility has become a topic of great interest on a global scale across the scientific, business, and policy sectors. There are two primary reasons for this growing trend. Firstly, accessibility serves as a vital indicator reflecting the social performance of communities, and the public is increasingly aware of critical social issues such as accessibility. Secondly, accessibility is essential for the sustainable development of regions and civil settings, facilitating inclusion and business growth. In this regard, information and communications technologies can play a crucial role in facilitating the accessibility of spaces by disabled people. Numerous digital tools and smart applications are already available to serve this purpose. This study presents a novel digital tool called ‘Seek & Go’, a comprehensive aid application designed specifically for disabled individuals. The app features a GPS navigation system that caters to pedestrians with disabilities and unique accessibility requirements. The present study documents the models underlying the development of ‘Seek & Go’, discusses technical aspects of the application, and presents user experience insights.

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Urban Mobility and Social Equity: An Introduction

Cited by 4 publications

References 20 publications

The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes

The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes

Social participation and mobility justice in Brazil

Auditing Accessibility of Pavements and Points of Interest in Urban Areas: The ‘Seek & Go’ Tool

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