Lost in Translation? Sustainable Urban Imaginaries: Changzhou Scenario - the fight of the dragons - Uni-DUE
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Lost in Translation?
Sustainable Urban
Imaginaries:
Changzhou Scenario
the fight of the dragons
LooKing for the dragons
UNdERSTANdING THE OPERATING POWERS
1
Lost in Translation?
Sustainable Urban
Imaginaries:
01
Changzhou Scenario
02
the fight of the dragons
LooKing for the dragons
UNdERSTANdING THE OPERATING POWERS
03 04
13
2 3
05
TABLE OF CONTENTS
01. Introduction 2
02. A Vague Description 4
03. Learning of Sustainable Urbanization 4
3.1 The power at work in urban learning 5
3.2 The object of urban learning 5
3.2.1 Urban governance: regional vs. global, urban development vs. common good 6
“The growth of knowledge in the life history of a person is a result not of information trans-
3.2.2 Urban form: regional urbanization and citizen participation 6
mission but of guided rediscovery … The process of learning by guided rediscovery is most
3.2.3 Urban economy and society: transformation of urban industry 6
aptly conveyed by the notion of showing. To show something to someone is to cause it to be
3.2.4 Urban ecosystem: water resource management as blue infrastructure 6
made present for the person, so that he or she can apprehend it directly, whether by looking,
3.3 Form: the organizational nature of learning 6
listening, or feeling.” (Ingold, 2001: 272)
3.4 The imaginary of sustainable urbanization 8
04. Discussion 10
Appendix 1. Interviewees 11
Appendix 2 Tentative Interview Questionnaire 11
05. References 12
4 1
01. INTRODUCTION
Sustainable Development is not a governance tool or The Learning City Project Changzhou – Essen attempts
a normative prescription, but a social and cultural pheno- to explore the different urban form, policy and imaginaries,
menon which is transforming the urban policy as result of so- through an integrated urban planning approach, therefore
cial, economic, environmental, technological or governance- promote cross-border knowledge transfer and mutual lear-
related pressures (Becker, T. 2015). It urges us to rethink ning in the sustainable urban development (Schmidt et al.
about ourselves, our urban age and our habitation on earth. 2016).
Along the growing trend of city partnerships to tackle the The project is a Sino-German Initiative for an Interdisci-
development challenges, the idea of sustainable urban de- plinary Urban Studio dealing with sustainable development
velopment is positively circulated among politics, consciously in the frame of the urban industrial transformation process
mobilized in business world, and powerfully disseminated in in China and Germany. The 2-year project is funded by the
the circle of knowledge. Although there is the widely accep- German Stiftung Mercator, in the context of the EU-China Ur-
ted definition from the Our Common Future report (WCED banization Partnership of the city of Essen and Changzhou.
1987), consensus on how to achieve sustai-nability is difficult The project is coordinated by the Wuppertal Institute and the
to reach, given the diverse of social, cultural economic and China Sustainable Energy Program of the Energy Founda-
climate conditions. Values and ideologies of what a future tion. The academic project team of the Interdisciplinary Ur-
city are different for different people in different places and ban Studio Essen-Changzhou encompasses the experience 07
conditions. (Hulme, M. 2009) of the Institute of City Planning and Urban Design (ISS) at
University of Duisburg - Essen as well as the School of Archi-
tecture at Southeast University in Nanjing (SEU-Arch). One
of the primary premises is that a mutual learning process
among the city partnerships in Germany and China can be
used as a learning model in which interdisciplinary groups
and practical case studies can be integrated into the educa-
tional framework of city planning (Schmidt et al. 2016).
How do the urban imaginaries shape the nature of the
Essen- Changzhou sustainable urban learning? What is the
model of sustainable urbanization produced and dissemi-
nated in the Project? By analyzing interviews with the key
stakeholders of the Learning City Project Essen-Changzhou
and the documents of the Learning City Interdisciplinary Ur-
ban Planning Studio, this study attempts to unravel the main
factors of the Essen-Changzhou sustainable urbanization
model. It takes the efforts to describe the role of sustainable
urban imaginaries in the cross-border transfer, or rather,
translation of urban policy and planning ideas in different po-
2 06 litical, cultural and social contexts. 08 3
02 . A vague 03 . Learning of
description sustainable
urbanization
Traced back to 300 years ago the forestry manage- Trans-local learning of urban policy and planning can be Changzhou, the study refers to the conceptual framework be able to learn from each other. This is our strategy from the
ment in Germany (Grober, 2012), the widely accepted term traced in a long history: from colonial urbanism, to Cold War developed by McFarlane (2011) for urban policy learning. It very beginning.”
of sustainable development is credited from the report Our ideological learning, and to contemporary neoliberal policy includes four dimensions:
Common Future, prepared by the World Commission on En- mobility (McFarlane 2011). Said (1983) developed the “trave- 1. The power at work in policy learning, i.e. the forms of As Prof. Yin Ming at SEU stated, “the pressure of ur-
vironment and Development for the United Nations General ling theory” to against the tendency of copying theories and power that promote, frame or structure the sustainable urban banization and industrial transition within ecological red line”
Assembly. The report defined sustainable development as apply them to another context as completely irrelevant. He planning learning; in Changzhou is the main driver of this project. The world
“development which meets the needs of the present without suggested the “creative misreading” as part of a historical 2. The object of learning, i.e. the solutions that the mobility recognized best practice city of Essen in Ruhr industrial area,
compromising the ability of future generations to meet their transfer of ideas and theories from one setting to another. of policy and planning finds to address the target problems; awarded as the European Green Capital 2017, provides a
own needs”. It “provides a framework for the integration of 3. The form of learning, i.e. the organizational nature of lear- powerful agency on formulating the learning. The academic
environment policies and development strategies” (WCED Robinson (2002) further explores the potential for a ning, by means of planning documents, promotional mate- expertise on urban studies from UDE, SEU and Wuppertal
1987). It represented a break though the previous belief that “cosmopolitan urban theory” to criticize the Western-centered rials, workshops, lectures and best practice tours; Institute provides the potential to secure the viable know-
ecological needs set clear limits to economic growth (Hajer production of urban theory and framing socalled develo- 4. The imaginary of sustainable urban development, i.e. ledge transfer. The participation of urban pla-nning institutes
1996). ping world as irrelevance. By asking “How are the theoretical the image of sustainable future city that learning seeks to from Essen and Changzhou provides the authoritative form
a-pproaches changed by considering different cities and di- achieve. of power to forge the policy learning. These form the power to
Due to its inclusiveness and ambiguity, the concept fferent contexts?” he urged the necessity to develop more si- promote, frame or structure the Essen-Changzhou learning
of “sustainable development” ignites different connotations tuated knowledge on the diverse dynamics of “world cities”. process on sustainable urbanization.
or imaginaries for different group of people, depending on “Scholars in privileged western environments will need to find 3.1. The power at work in urban learning
their experiences, perspectives and available resources. For responsible and ethical ways to engage with, learn from and
some, it might mean green or smart-technology interven- promote the ideas of inte-llectuals in less privileged places.” The forms of power promote, frame or structure particu- 3.2. The Object of Urban Learning
tions; for some, it might lead to compact and efficient re- lar kinds of learning, when the idea of sustai-nable urbani-
source planning; for some, it triggers economic reinvention, Trans-local learning for urban policy and planning “is zation travels. In the transnational urban planning process, The idea of sustainable development through decoupling
and for others, it is lifestyle and behavior change. Actually, place-focused but not restricted to that place”. It involves an idea becomes persuasive when the idea is from a widely economic development and ecological pressure is widely ac-
the ability of the term to accommodate different meanings a continuing endeavor to forge and develop connections credited authority (Allen 2003). This authority shall be the knowledged. But what does sustainable urbanization really
accounts greatly for its popularity worldwide (Mebratu 1998). between different sources, routes and actors. (McFarlane representative ambassador on the model, which make the mean and how to achieve it is under debate between differ-
2011). idea perceived valuable, feasible and relative in the context ent groups of people, with different backgrounds, expecta-
that it will be transferred. tions and available resources. What are the problems that
The efforts to learn between urban cultures raises ethical and the learning process of sustainable urbanization are trying
political considerations (McFarlane 2011). In the contempo- The way the Institute of City Planning and Urban De- to solve? The widely accepted Our Common Future Report
rary globalized era the trans-local learning is produced more sign (ISS) at University of Duisburg-Essen and the School of definition does not provide the balanced solution to address
through engaging, lear-ning and cooperating. For example, Architecture at Southeast University in Nanjing (SEU-Arch) the problems in different part of the world with discrepancies
German Federal Ministry of Education and Research (BMBF formulate the concept of the project to convince Changzhou of living conditions (Borowy 2017).
n.d.) set up its China Strategy 2015–2020 as “cooperation City about the value of the idea can be revealed in a descrip-
in science, research and innovation”, assist to tackle the tion from the interview with Prof. Jiang Hong at SEU. To discover the strategic object of the Learning City Pro-
social challenges linked with Chinas economic and techno- ject Essen – Changzhou is to find the answer of what particu-
logical growth with German technology and expertise. GIZ “We discussed with Professor Schmidt. The main topic lar problem Changzhou is facing “in the process of pursuing
describes their task as to provide demand-driven, tailor-made of the project is The urban Development in the Context of sustainable urban development” (Schmidt et al. 2016).
and effective service in the field of international cooperation Industrial Transformation. Essen has a range of transferable
for sustainable development (GIZ). experience in this term. The city transformed itself from coal, The interdisciplinary study to formulate the strategic
steel industry area into an award winning green city. Chang- proposals in Wujin District of Changzhou city has the objec-
To explore the sustainable urbanization model produced zhou as a city with industry relied economy is meanwhile tive of confronting social, cultural, economic and ecological
4 and circulated through the Learning City Project Essen- proud of its landscape and nature. These two cities should challenges (Schmidt et al. 2016). During the interviews with 5
the key project stakeholders (List of interviewees and semi- Wujin, you see the organic Hutong fabrics. It is small, dense system in Changzhou has been irreversibly impacted by the side the webpage at Southeast University, a report on the
structured questionnaire in Appendix), the word “sustainabi and social inclusive.” To create a livable city, the participatory rapid industrialization and urbanization, and becomes totally Sino-German Interdisciplinary Studio for Sustainable Urban
lity” was not frequently used, and Our Common Future report approach is crucial to create the opportunity to preserve and fragmented, po-lluted and disconnected from the local inha- Development was contributed to the China Urban Planning
was never mentioned. Instead, these four key objectives are revitalize the existing cultural, social and spatial structures bitants. The strategies developed by the project teams aimed website portal (Urban Planning Society Of China 2016). They
identified to address the cha-llenges in Changzhou, based (Schmidt et al. 2016). to rebuild economic, cultural and social connections between are often featured with the attractive photos of good practice
on the analysis of interviews and documents: urban gover- The regeneration of brownfield in Ruhr Region into green city, water and people. Therefore to create common goods, examples and stakeholders posing photos. They reiterate
nance, urban form, urban socio-economic dynamics and ur- infrastructures such as parks, sports facilities and tourist a- improve the life quality and revita-lize the overall region the learning process of the sustainable urban practice mo-
ban ecosystem. ttractions provides the good practice model for revitalization (Schmidt et al. 2016). dels.
of industrial areas in Changzhou (Schmidt et al. 2016).
In the interviews, ecological modernization of river Sustainable Urbanization policy and planning ideas are
3.2.1. Urban governance: regional vs. global, Emscher as a “blue infrastructure model” (WIKUE 2013) to embedded into forms which are designed to facilitate the
urban development vs. common good. 3.2.3. Urban economy and society: create a new space for innovative enterpri-ses, sustainable knowledge transfer, for example books, journals, lectures
With recognition of inherent differences in the socio- transformation of urban industry lifestyles and cultural development is particularly highlighted and conferences. Among them, good practice database,
economic-technical structures between Essen and Chang- Beyond the nostalgia for traditional urban form and in- as a best practice model. compiled by the international organizations or governments
zhou, most interviewees highlighted the role of urban pla- dustrial heritage, in the interviews and documents there is play a substantial role in formulating sustainable urbanization
nning as a tool to facilitate the economic growth and public strong emphasis on facilitating economic growth and deve- models. One example is the European Green Capital Award
good in China. Prof. Jiang Hong described the aim of this lopment. Revitalization of the “Sunan mode”, an economic 3.3. Form: the organizational nature (EGCA), a European Commission initiation to promote “en-
urban learning project as the following: First, transferring and social regional development mode which featured small vironmentally friendly urban living” role models. Through its
of learning own environmental parameters, EGCA evaluate the urban
German technology and know-how to facilitate the industrial and medium, civilian-owned entrepreneurs in Changzhou, is
transformation and economic growth in Changzhou; Second, one of the key aims of urban planning. With recognition of the environmental policies of European cities and promote the
The dissemination and syncretion of ideas about sus-
multi-level governance under the umbrella of EU-China stra- inherent differences between mechanics of industrial area of best practice mo-dels worldwide. This platform contributes to
tainable urbanization are through wide range of procedures
tegic win-win cooperation towards sustainability. Ruhr Region and Changzhou, the project team developed a forge the place-based practice into a sustainable urbaniza-
and materials. These include: urban planning documents,
strategy that increases land efficiency, industry clusters and tion model and facilitate the urban learning in Europe and
research projects, conferences, workshops, journals, best
By rethinking the urban system and enhancing gover- mixed-use of land to promote the upgrading and innovation around the world. For the city of Essen, as prof. Jiang Hong
practice models, study trips, business-led technological pro-
nance capacity such as multiple stakeholders’ participation, of the industry (Schmidt et al. 2016). described in the interview, the award of European Green
motions, consensus-building media and think-tanks (McFar-
city mutual learning can be contributive to reach the goal. Capital (2017) formulating a model endeavoring to transform
lane 2011).
Although the current institutional structures are not best fit for During the interview with Dr. Dudden (EWG), he also itself beyond an industrial history to a ‘Green City’, plays a
addressing those challenges, urban development practition- highlighted the best practice model in Germany to tackle the defining role in the process of Essen-Changzhou sustainable
The planning document produced by the interdiscipli-
ers must be willing to work cross-disciplinarily, have integra- aging society. Through facilitating German know-how trans- urban learning.
nary urban studio Essen-Changzhou provide the structured
ted thinking and develop cooperative urban strategy that in- fer on capacity building and operating institutions, the effi- and comprehensive description of the stakeholders’ percep-
volves the participation of multiple stakeholders and reaches ciency and capacity of people-centered aged care in Chang- tions on sustainability. Ideas of how to achieve sustainable
the common good (Schmidt et al. 2016). zhou will be improved. Changzhou can learn from German urban development are integrated into the strategies through-
experience to meet their demographic challenge. out the document. The text, sketches, diagrams and collages
outline the features of sustainable urbanization and endeavor
3.2.2. Urban form: regional urbanization to regionalize the sustainable urban model for Changzhou. It
and citizen participation. 3.2.4. Urban ecosystem: water resource management contributes a considerable inspiration on future urban deve-
There is general consensus among the interviewees as blue infrastructure. lopment of Wujin district in Changzhou. (Schmidt et al. 2016).
that the dynamics of existing form of urban fabric need to be This object of sustainable urbanization is inten-ded to
carefully studied. Prof. Jiang Hong described the situation of integrate the water resource management with the land- Promotional website and press release are produced
old town as: “When loo-king at the traditional street area of scape and urban planning in Changzhou. Part of the water to communicate with the boarder publicity. For example, be-
6 7
09
Figure.1 extract from the EGCA best practice database. (European Commission 2015)
Another significant form of sustainable urbanization Study tour has long been a learning form to facilitate
learning is the study tour (Harris and Moore 2013). Figure 2 urban policy learning (Montero 2016) and had been com-
is drawn from the website of Urban Planning Society Of Chi- missioned by international organizations such as GIZ, the
na promoting the Learning City project. Zhou Yijing, a partici- World Bank and ICLEI. Through guided on-site discovery,
pant from SEU described her experience: “During the study the study tour seeks to focus the attention of key urban policy
journey in Essen, I understood German context better. What actors and decision-makers in one particular urban issues
we thought that could not happen in China before turned out by showing them in practice how another city dealt with it
11
to be general things in which values were shared by the pu- (Montero 2016).
blic. Voices for city projects from various stakeholders are
allowed to be heard, and most importantly, through platforms
city planners create.” Figure 2. Study tours of Learning City project group
8 10 12 13 9
3.4. The imaginary of sustainable urbanization
The imaginary of sustainable urbanization is the vision above. The following list includes the sustainable urban i-
of what a sustainable future city should be, through which maginaries described in the Essen-Changzhou Learning City
the urban learning should achieve. The imaginaries are re- project.
presented and disseminated through the forms discussed
Group Description Key Words of Imaginary
Urban System • Provide solutions to the current challenges. • Livable,
04. Discussion
• Reformulate the existing planning strategies by • Economic growth
starting at the grassroots level and to develop a supportive
cooperative strategy that involves the participation of • Multi-stakeholders cooperative
multiple stakeholders • Mixed-used
• Community supportive
• Cultural identity
• Small and slow The model of sustainable urbanization circula-ted in the ship between socio-environmental system and economic
Learning City Project Changzhou – Essen is analyzed from growth. This reflects the mainstream narratives of sustai-
• Efficient
four dimensions: The power at work is a combination of the nable development to provide an efficient, inclusive and
The Old City • Repair and improve the “old machine” • Cultural inherited best practice (as the socio-economic-ecological promise of a eco-friendly urbanization. The flexible and dynamic nature
in order to keep it running, thus raising • Social cohesive modern livable city) and authoritative power (like experts and of “Sustainable Development” narratives makes it more im-
the awareness for the cultural heritage it entails and • Old town upgraded and institutions). The object of learning is to entail a discourse of portant to consider capacities and possibilities in a specific
preserving the delicate social and spatial structures. modernized solidarity, equality and ecological modernization. The form context. That is why “a focus upon comparison as a transla-
• Reactivate the district by identifying its potential and • Urban heritage preserved of learning is through reading, lecturing and experiencing tion strategy of multiplying the knowledges and lines of in-
integrating this potential in order to benefit from the the best practice of urban transformation in Ruhr area. The quiry through which urbanism is learnt is crucial” (McFarlane
Old Town and • Community supportive
imaginary at work is that of a multiple-stakeholder inclusive, 2011).
the surrounding areas, as well as improving the • Stakeholders participative
community suppor-tive, ecological modernized city, which is
quality of life in both districts. • Innovative and productive more or less familiar under the European or German eyes. For McFarlane, the success of the traveling urban policy
and planning ideas lies in the comparative learning through
Sunan Mode • Promote the upgrading and innovation • Local SME based How can the model of sustainable urbanization where local histories and policy contexts. There is a need to learn
of the factories by developing a strategy that • Innovative German technologies and know-how serve as the main refe- as close as possible the work of local thinkers, the econo-
increases land efficiency, industry clusters and mixed- • Stakeholder participative rence point shape the urban change in China? What is lost mic, political and social history, the potentials and the avai-
use of land. in the process of translating urban imaginaries from Essen to lable resources in the local places. It means to open up the
• Industrial upgrading
• Pursue the activation of vacant spaces and creation Changzhou? ‘black-box’ of the best-practice examples and resemble the
• Mixed-used
of public spaces by developing strategies for the key actors of the globally circulated model into the local con-
implementation of productive and sustainable green • Urban-rural integrated The Learning City project attempts to develop a regio- text. How is the European scenario of stakeholder participa-
urban landscapes in order to rethink the urban-rural • Locally productive and nal-problem-based model of sustainable urban development. tion translated into Chinese social structure and institutional
duality. innovative While the principles discussed in the model are similar as environment? “It calls for the deeper understanding of his-
• Activate local inhabitants and their what are dominantly disseminated in Europe. Certain ap- tory and capacities in both societies”, commented Prof. Jiang
talents by providing a suitable empowering framework proaches are widely introduced and place-based good prac- Hong. Indeed, we need to carefully study the socio-econo-
and by initiating the first sparks of urban catalysts tices are repeatedly referenced and revisited. mic diffe-rences in order to find out the translation strategy
with the expectation that the community will through which the sustainable urbanization is learnt, beyond
determine how to use and direct their talents. The Changzhou strategies developed during the project the “creative misunderstanding”.
Urban Water • Raise the awareness of water and to reintegrate it • Environmental friendly promises that a well-planned city can have positive relation-
into the urban system, while functioning as an living
environmental model for the whole city. • Blue infrastructure
• Establish a relation between industrial production • Bio-diversity
and ecological agriculture on the basis of community.
Table 1. Description of sustainable urbanization in the planning document of Essen-Changzhou Learning City project.
The Table 1 shows that it is relatively strong tendency to instil European or German discourse of sustainable urbanization
on the image of a multiple-stakeholder inclusive, community through which the urban learning should achieve. The imagi-
supportive, industry transformed and ecological modernized naries are represented and disseminated through the forms
10 city. The imaginaries is hierarchically compatible with the discussed. 11
Appendix 1. Interviewees
Name Organization
Dr. Chun Xia-Bauer Wuppertal Institute
Thomas
Name Fink Wuppertal
Organization Institute
Prof. Dr. J.Xia-Bauer
Dr. Chun Alexander Schmidt Institute of City Planning and Urban Design at University of Duisburg-
Wuppertal Institute
Thomas Fink Wuppertal
Essen Institute
Prof.
JiangDr. J. Alexander
Hong (江泓) Schmidt Institute
School ofofArchitecture
City Planningat and Urban University
Southeast Design at University of Duisburg-
05. references
Yin Ming (殷铭) School
Essen of Architecture at Southeast University
Dr. Dietmar
Jiang Düdden
Hong (江泓) Director,
School ofBusiness Development
Architecture Corporation
at Southeast University(EWG), City of Essen
Yin Ming (殷铭) School of Architecture at Southeast University
Dr. Dietmar Düdden Director, Business Development Corporation (EWG), City of Essen
Appendix 2 Tentative Interview Questionnaire
Appendix 2. Tentative Interview Questionnaire Allen, J. (2003), Lost Geographies of Power (Rgs-Ibg Book McFarlane, Colin. (2011), Learning the City: Knowledge and
Narratives of Sustainable Urbanization Series), Wiley-Blackwell Translocal Assemblage (RGS-IBG Book Series), pp. 11-12,
Appendix 2 Tentative Interview Questionnaire
1. How do you describe the path of your professional development? What influence you the most in your Wiley-Blackwell.
Narratives
career path?of(person,
Sustainable
media,Urbanization
education, experience…) Becker, T. (2015), Mobilising Sustainability: Why European
Sustainable Urban Development Initiatives Are Slow to Mate- Mebratu, Desta (1998), Sustainability and sustainable de-
1.
2. How do you describe the path of your
trajectory professionaldevelopment
of sustainable development? in What
Germanyinfluence youWhat
/ China? the most in your
are the rialize, Planning Theory & Practice, 16:1, pp.99-125 velopment: Historical and conceptual review, Environmental
career path? (person,
most important media,
milestones education,
in the history, experience…)
which shape the path of sustainable development in Germany / Impact Assessment Review, Volume 18, Issue 6, November
China?
2. How do you describe the trajectory of sustainable development in Germany / China? What are the Borowy, I. (2017), Sustainable Development in Brundtland 1998, Pages 493-520, ISSN 0195-9255
most
3. Whatimportant
has been milestones in the history,
your approach to urbanwhich shapeWhat
planning? the path of sustainable
are the key words indevelopment in Germany
this approach? How is it/ and Beyond: How (Not) to Reconcile Material Wealth, Envi-
China?
different from 20 years ago? ronmental Limits and Just Distribution, in: Vaz, E., Joanaz Montero S. (2016), Study tours and inter-city policy learning:
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Process in the Making: Volume I: Explaining. Springer International Environment and Planning A, Vol 49, Issue 2, pp. 332 - 350
different from 20 years experience,
4. In your professional ago? from which projects (best-practice) did your learn a lot, therefore Publishing, Cham, pp. 91–108.
Learning
shaped theProcess
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scene (market), of your media,
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are are stakeholders
the key factors that driveof this
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9. Did
Whatthearekeythestakeholders
reasons thatmention any best-practice
transnational to explain
or city-city urban their vision?
partnership Which aspects
are established? Whatabout the
specialties tices of Circulating Urban Knowledge. Int J Urban Reg Res, 01
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5. Reference and Planning A, Vol 49, Issue 2, pp. 332 - 350
12 13
Allen, J. (2003), Lost Geographies of Power (Rgs-Ibg Book Series), Wiley-BlackwellAuthor Keru Feng Photo credits Gloria Gaviria: 06, 07, 08, 09,13 The Learning City. Narratives and Scenarios for Wujin District in Changzhou: Grow your City: 01, 03 Connecting Neighborhoods – Inviting People: 02 Keep The Machine Going: 04 Agnes Jacquin: 05 SEU-Arch: 10, 11, 12 The city of Essen - European Green Capital 2017: http://ec.europa.eu: 09 Edition Berlin, Germany. April 2017
Lost in Translation? 16
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