Derailed Values: Planning Education, External Funding, and Environmental Justice in New Orleans Rail Planning

Lowe, Kate; Ehrenfeucht, Renia

doi:10.1177/0739456x17712810

Cited by 3 publications

(2 citation statements)

References 37 publications

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“…Given the equity concerns and resource constraints facing urban regions, an important question is whether tensions and trade-offs inherent in sustainable development are intentionally brought forth from university research and classrooms and into government practice (Lowe and Ehrenfeucht 2017; Taufen 2018); that is, whether course projects offer new or alternative recommendations that might further local and regional aims of social equity and environmental health, in addition to providing new mechanisms for community engagement, broadly understood. We understand this as an important pursuit of such university–community partnerships, where projects that strive to leverage the empirical research and social learning role of the university (Taufen 2019) have the potential to significantly alter accepted ways of approaching local policy and programs, politicizing through practice rather than polemic.…”

Section: Why Politicization?mentioning

confidence: 99%

Practice-Based Politicization: Planning Reports as Actants in a University–Community Partnership

Taufen

Olson

2020

Journal of Planning Education and Research

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We look at a yearlong university–community partnership’s potential to create more equitable planning practices through an analysis of the sub-genres of student-generated planning reports. Using an actor–network approach to identify four different kinds of reports (manual, boundary object, framing, catalyst), we find that both the content of these reports and their translational work in existing practice-based networks can influence student learning and planning practices—what we term practice-based politicization—by defining, aligning, enrolling, and mobilizing. Ultimately, the relational context of these partnerships is essential to their effectiveness, suggesting that longer term engagements between university programs and their community partners are more likely to support mutual learning and deepen students’ pedagogical exposure to both an agonistic and collaborative approach to planning practice.

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Section: Why Politicization?mentioning

confidence: 99%

Practice-Based Politicization: Planning Reports as Actants in a University–Community Partnership

Taufen

Olson

2020

Journal of Planning Education and Research

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“…However, multiple disasters during the period of globalization have pointed to entrenched systemic issues. It might be time for the developing world to reimagine planning education with an even greater emphasis on ethics -including social justice, inclusion and environmental responsibility -a cause being argued for also in the developed world (Martin and Beatley, 1993;Campbell, 2012;Thomas, 2012;Lowe and Ehrenfeucht, 2017).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2019

Transactions of AESOP

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Before we even noticed, electronic devices and the internet have invaded our lives and our universities. Far from being just an instrument, they change the way we teach, whether we want it or not. Unfortunately, instead of helping, they carry negative effects, well documented by research in psychology, psychiatry and neuroimaging over the last decade. They affect our attention, our memory, and our social skills. Without even being aware of it, we are playing the Sorcerer's Apprentice. Since 2011, the author has banned the digital and reinvigorated traditional teaching methods: a demanding, yet hugely rewarding experience. The present paper is a vibrant plea by a scholar to fellow scholars: let us get rid of the virtual! Let us teach for real!

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Planning the mirage

Chakravarty

Qamhaieh

2019

TrAESOP

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Throughout the 1980s planning educators disagreed on the appropriateness of Western planning education for poor countries' students, and on the question of whether training of students from developing countries should be based on "general principles" or "contextual material specific to poor countries" (Sanyal, 1990, p.8). Today most planning programs in North America (and in the West in general) offer courses in 'international development', 'world cities', 'urbanization in the global South', or closely related topics. However, as 'the other' becomes more mainstream in Western planning education, the belief that Western planning education is robust enough to accommodate global differences (the 'one world' model of planning education), becomes more entrenched. Further, an unspoken assumption goes unquestioned-that planning curricula, too, just like planning skills, can be transferred internationally. Over the last three decades or so, the advent of the age of interconnected economies and the networked society, has had a profound impact on global trends of development and urbanization. This paper argues that the question of appropriate planning curricula ought to be revisited especially from the perspective of education in developing countries. Scholars educated in the West, who are teaching in developing countries, are in a unique position to assess the utility of bringing Western planning education to less developed parts of the world. This paper is based on the authors' observations and experiences over seven years, teaching Urban Planning at undergraduate level at a private university in Abu Dhabi. During this period the authors were involved with program design, course design, accreditation and quality assurance, mentorship, along with university service, teaching, and research. The paper evaluates the practices and circumstances of urban planning in UAE and the implications for planning education. It is argued that there is a fundamental disconnect between the profession's ethics, and the reality of planning practice in the region. This gap has not been considered in depth in either program design or in accreditation standards. The paper concludes with recommendations for planning education in the Gulf region.

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Derailed Values: Planning Education, External Funding, and Environmental Justice in New Orleans Rail Planning

Cited by 3 publications

References 37 publications

Practice-Based Politicization: Planning Reports as Actants in a University–Community Partnership

Practice-Based Politicization: Planning Reports as Actants in a University–Community Partnership

Untitled

Planning the mirage

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