Dr Mina Samangooei
Senior Lecturer in Architecture
School of Architecture
Publications
Journal articles
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Moxon S, Webb J, Semertzi, A, Samangooei M, 'Wild ways: a scoping review to understand urban-rewilding behaviour in relation to adaptations to private gardens'
Cities & Health 7 (5) (2023) pp.888-902
ISSN: 2374-8834 eISSN: 2374-8842AbstractPublished here Open Access on RADARUrbanisation is increasing, while global biodiversity is decreasing. Through ‘urban rewilding’ cities could help tackle this biodiversity crisis, while exploiting the benefits of urban nature for residents. Private residential gardens, which have potential to support significant biodiversity, should be a primary focus. Yet their proportion of vegetated space is decreasing through changes made by residents, negatively impacting biodiversity. Small adaptations to private gardens can turn them into wildlife habitat, but understanding residents’ behaviour is critical to developing intervention strategies for this. This paper presents a scoping review of existing literature on understanding intent-orientated, pro-environmental behaviours with a focus on rewilding in urban gardens. The literature is mapped to assess the state of knowledge; it is then coded, using the ‘COM-B’ model of behaviour, to identify the capability, opportunity and motivation factors forming barriers and facilitators to residents engaging in rewilding activity in their gardens. The results show that all COM-B factors need to be considered to understand urban rewilding behaviour, but that opportunity and motivation factors have more influence, particularly reflective motivation. They indicate that facilitators are more significant than barriers and highlight an important body of work that has implications for practice and policy aimed at influencing urban rewilding.
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Samangooei M, Saull R, Weinstein N, 'Access to Nature Fosters Well-Being in Solitude'
Sustainability 15 (6) (2023)
ISSN: 2071-1050 eISSN: 2071-1050AbstractPublished here Open Access on RADARThere has been growing interest in the ways that individuals connected with nature during the COVID-19 pandemic, particularly when they were alone in solitude. This study explored key themes describing individuals’ relationships with nature during this period and, more specifically, when individuals were relating to nature during time spent alone. Sixty participants (aged 19–80 years) discussed solitude during in-depth interviews. Participants were from different backgrounds and 20 different countries of origin. Thematic analysis was conducted by two architects (who may have been sensitive to the functional interaction of spaces in connecting people and nature) and identified descriptions of nature from broader narratives of solitude and time spent alone. Extracts from interview transcripts were coded using hierarchical thematic analysis and a pragmatist approach. The results showed that natural spaces were integral to experiencing positive solitude and increased the chance that solitude time could be used for rest, rejuvenation, stress relief, and reflective thought. Being in their local natural spaces also allowed participants to more spontaneously shift from solitude to social connection, supporting a sense of balance between these two states of being. Finally, solitude in nature, in part because of attention to shifting weather, gave a new perspective. As a result, participants reported increased species solidarity—the awareness that humans are part of an ecosystem shared with other species. We interpret the results in terms of the implications for built environments and the importance of accessing nature for well-being.
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Samangooei M, Sassi P, Lack A, 'Soil-less systems vs. soil-based systems for cultivating edible plants on buildings in relation to the contribution towards sustainable cities'
Future of Food: Journal on Food, Agriculture and Society 4 (2) (2016) pp.24-39
ISSN: 2197-411XAbstractFood production and consumption for cities has become a global concern due to increasing numbers of people living in urban areas, threatening food security. There is the contention that people living in cities have become disconnected with food production, leading to reduced nutrition in diets and increased food waste. Integrating food production into cities (urban agriculture) can help alleviate some of these issues. Lack of space at ground level in high-density urban areas has accelerated the idea of using spare building surfaces for food production. There are various growing methods being used for food production on buildings, which can be split into two main types, soil-less systems and soil-based systems. This paper is a holistic assessment (underpinned by the triple bottom line of sustainable development) of these two types of systems for food production on buildings, looking at the benefits and limitation of each type in this context. The results illustrate that soil-less systems are more productive per square metre, which increases the amount of locally grown, fresh produce available in urban areas. The results also show that soil-based systems for cultivation on buildings are more environmentally and socially beneficial overall for urban areas than soil-less systems.Published here Open Access on RADAR
Other publications
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Samangooei M, Thondre S, Davies E, Gupta K, Crombie L, Blythe B, 'Edible Streets - A Case Study in Oxford', (2024)
AbstractPublished hereUrban streetscapes are key areas where humans and nature can thrive symbiotically. Growing food throughout an urban environment can not only improve health and well-being for all living beings, but it can also improve air quality, cooling and storm water retention. Presently, food is grown in urban areas in varying contexts, from private gardens to allotments and community gardens. Whilst allotments in urban areas create spaces for communities to come together to grow food, they also pose three challenges to the feasibility of plots: the cost, the waiting list for a plot, and the restrictions imposed by the allotment committee1. Furthermore, they are often not easily accessible for busy urban dwellers, and therefore have limited positive impact on their lives. As a result, frequenting an allotment or community garden is viewed as a privilege.
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Thew H, Graves C, Reay D, Smith S, Petersen K, Bomberg E, Boxley S, Causley J, Congreve A, Cross I, Dunk R, Dunlop L, Facer K, Gamage K, Greenhalgh C, Greig A, Kiamba L, Kinakh V, Kioupi V, Klapper R, Kurul E, Lee M, Marshall-Cook J, McGivern A, Mork J, Nijman V, O'Brien J, Preist C, Price E, Samangooei M, Schrodt F, Sharmina M, Toney J, Walsh C, Walsh T, Wood R, Wood P, Worsfold N, 'Mainstreaming Climate Change Education in UK Higher Education Institutions', (2021)
AbstractPublished here Open Access on RADARKey messages
• Mainstreaming Climate Change Education (CCE) across all learning and operational activities enables Higher Education Institutions (HEIs) to better serve their core purpose of preparing learners for their roles in work and wider society, now and in the future.
• Student and employer demand for climate change education is growing, not just in specialist subjects but across all degree pathways.
• The attitudes, mindsets, values and behaviours that graduates need to engage with climate change include the ability to deal with complexity, work collaboratively across sectors and disciplines and address challenging ethical questions.
• The complexity of the climate crisis means all disciplines have a role to play in delivering education for the net-zero transition. Embedding interdisciplinarity is crucial to ensuring that our response to climate change makes use of all of the expertise HEIs have to offer and promotes knowledge exchange and integration for students and staff.
• Student-centered CCE, including peer-to-peer learning, is a powerful tool for facilitating an inclusive and empowering learning experience, and developing graduates as change agents for the climate and ecological crisis.
• HEIs should develop learning outcomes for CCE that include understanding the scale, urgency, causes, consequences and solutions of climate change; how social norms and practices are driving
the climate crisis; and the ability to identify routes to direct involvement in solutions via every discipline.
• Pedagogical approaches to teaching CCE should enable learners to engage with, and respond to, climate change as a “real-world” problem, such as through experiential learning.
• Further recommendations for the HEI sector include developing a strategy for aligning CCE teaching provision with governance structures; partnering with industry, government and third sector organisations to enable context-specific CCE; and working with trade unions and accreditation bodies to enable curriculum reform.