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Knowledge Makes Cities: Education and Knowledge in Recent Urban Development. The Case of Heidelberg, Germany

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Inequalities in Creative Cities

Abstract

Education is one of the central assets for employment in the knowledge economy. It is widely assumed that increasing knowledge—going hand in hand with the rise of the creative class—has produced more opportunities for employment, with white-collar work and a less class-divided urban population. Our research, however, shows that the granting of educational certificates and the access to higher levels of education by no means follow meritocratic rules. By using the case study of Heidelberg, Germany, a well-known, long-established university town, this chapter delineates the emergence of new social inequalities related to education in cities and how current creative city-policies may influence these.

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Notes

  1. 1.

    The German phrase is a pun, as “Wissenschaft” also means “Science”. In German, therefore, the phrase has the double meaning of “Knowledge makes the city” and “Science-City”. This has provoked a discussion to what extent the focus of the IBA has to be broadened to “education” and “knowledge” more generally. The IBA has recently changed the English translation into “Knowledge | Based | Urbanism”.

  2. 2.

    With the increase in migrants’ figures in 2015 in Germany, Heidelberg became the central initial reception facility for the whole federal state of Baden-Württemberg. The facility is located in one of the mentioned conversion areas, Patrick Henry Village. It is too early to decide how the social reality of the new migrants in Heidelberg will counteract with the mantra of a knowledge city, that is, how the integration of the migrants succeeds.

  3. 3.

    In a captious interpretation, this special situation in itself follows an inherent neoliberal growth logic: Not looking at problems and working on them, but to support already existing strengths, hoping that there will be spill-over-effects also for existing weaknesses.

  4. 4.

    However, public subsidies to cultural institutions (138 euro per capita) are well below what would be expected in Germany for a city of Heidelberg’s size.

  5. 5.

    Data for the different cities are taken from the respective statistical offices: Heidelberg: Statistisches Landesamt Baden-Württemberg 2015; Groningen: Centraal Bureau voor de Statistiek 2014; Oxford: Office for National Statistics 2011 Census; Montpellier: Institut national de la statistique et des études économiques 2010, 2015; Debrecem: Központi Statisztikai Hivatal Népszámlálás 2011. We are well aware of the ambivalences to compare international data or statistics. These numbers just serve as one way to discuss different regional contexts.

  6. 6.

    Compared to the average income, Heidelberg exhibits even the fourth highest rents of all German cities (see Immoscout, accessed 23 May 2016).

  7. 7.

    While building affordable housing is envisaged for some of the conversion areas in the future, the near-to-city-center-area Bahnstadt was explicitly built without social housing.

  8. 8.

    German pupils are in general sorted into one of three different school-types after grade 4 (aged around 10): The most basic one is the “Hauptschule”, offering another five years of schooling. The next one is the “Realschule”, offering six years of schooling (up to grade 10), and the most demanding school is the “Gymnasium”, offering nine years of additional schooling and ending with the “Abitur”, which is still the normal prerequisite for studying. While the figure has grown during the last few years, overall still only around 50 % of pupils get the “Abitur” (37 % in the year 2000).

  9. 9.

    The composition of migrants in Heidelberg was quite specific, as a huge share of them has moved to the city either as student or as member of the university. For example, two-thirds of Heidelberg’s migrant population had at least an ICSED-level-3-qualification, granting them direct access to higher education (Stadt Heidelberg 2009: 11). This figure refers to the situation before the huge increase in migrants in 2015, though. The new migrants have much less favorable educational backgrounds. See footnote 2.

  10. 10.

    This has been one of the most pressing issues of a homeless gathering in a shelter, interviewed during field-work in Heidelberg.

  11. 11.

    Florida (2002: 79) admits himself that “while the creative class favors openness and diversity, to some degree it is a diversity of elites, limited to highly educated, creative people”.

  12. 12.

    Some figures: Overall basic institutional funding for socio-cultural centers in Germany decreased between 2011 and 2013 from 51.8 to 45.3 million euros; and public funding per visitor is 6.54 euros for socio-cultural centers, but 109.54 euros for the more high-brow public theatres (Bundesvereinigung Soziokultureller Zentren 2013).

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  1. Geography Department, Heidelberg University, Heidelberg, Germany

    Ulrike Gerhard

  2. Higher Education and Science Management Department, Speyer University, Speyer, Germany

    Michael Hoelscher

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  1. Geographisches Institut, Universität Heidelberg, Heidelberg, Baden-Württemberg, Germany

    Ulrike Gerhard

  2. Deutsche Universität für Verwaltungswissenschaften, Speyer, Germany

    Michael Hoelscher

  3. University of Illinois-Urbana-Champaign, Champaign, Illinois, USA

    David Wilson

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Gerhard, U., Hoelscher, M. (2017). Knowledge Makes Cities: Education and Knowledge in Recent Urban Development. The Case of Heidelberg, Germany. In: Gerhard, U., Hoelscher, M., Wilson, D. (eds) Inequalities in Creative Cities. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-349-95115-4_6

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