Participation and University Teaching in La Paz: An Urban Diagnosis Through a ‘Map of Gender Insecurity’

Abstract

This article presents the results of a participatory urban diagnosis conducted in District 2 of La Paz, Bolivia, as part of an educational cooperation project aimed at exploring the spatial and symbolic dimensions of urban insecurity. Drawing on feminist and intersectional frameworks, this research combined participatory action methods, digital surveys, and collective mapping to identify patterns of fear and exclusion in public space. The analysis revealed significant disparities in how insecurity is perceived and experienced by different social groups—especially women, Indigenous peoples, and LGTBQ+ individuals—highlighting the importance of spatial configuration, social presence, and care infrastructure in shaping everyday urban life. The project also served as a pedagogical innovation, integrating architecture students into a process of civic engagement and co-production of knowledge. The resulting ‘Map of Gender Insecurity’ contributed to local planning efforts through the “Seguras, No Valientes” initiative. While the limited representation of some groups restricts statistical generalization, the approach offers a replicable model for linking research, education, and public action in pursuit of more inclusive and safer cities.