In Defence of Planning Praxis, Knowledge and the Profession: Planning Education and Institutions for the New Century

Gunder, Michael; Fookes, Tom

doi:10.1080/02697459716608

Cited by 7 publications

(4 citation statements)

References 15 publications

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“…The Global Planners Network (GPN) created a declaration in 2006 that called for'Reinventing Planning'to address Millennium Development Goals of reducing poverty and inequalities, creating environmentally-friendly cities, promoting local and global citizenship, and reducing vulnerability to the natural disasters that appear inevitable in the coming century (GPN 2006). Another reaction-common to both left and right in Australia and internationally--is to assume that spatial planners can do very little within the constraints of their profession to improve societal outcomes (Gunder and Fookes 1997). Fifteen years ago> Brian McLoughlin (1994), the former Professor of Urban Planning at the University of Melbourne, argued that teaching and professional accreditation for most planners was a matter best left to vocational colleges, while universities should focus on critical political economy or urban policy studies.…”

Section: Pressure: Planning As a Changing Professionmentioning

confidence: 99%

Reinventing planning education

Whitzman

2009

Australian Planner

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Section: Pressure: Planning As a Changing Professionmentioning

confidence: 99%

Reinventing planning education

Whitzman

2009

Australian Planner

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“…These market-based concepts have had a profound impact on planning and urban design education and programs in New Zealand. Gunder and Fookes (1997) argued that planning schools should reflect the ideological shifts occurring within New Zealand as the government brings about changes in its views on political economy and the role of the state. Consequently, Gunder and Fookes recommended a set of generic qualities and skills required of qualified planners seeking employment in various government agencies, organisations, as well as the private sector, including consultancy with diverse private and public sector clients.…”

Section: City-marketing Place-branding and Place-makingmentioning

confidence: 99%

‘Neoliberalism is dead’: Traversing neoliberal planning education is an exigency

Bahmanteymouri,

Mohammadzadeh

2023

Policy Futures in Education

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Neoliberalism has been the hegemonic ideology that has fundamentally transformed planning over the last four decades. Neoliberalism has significantly restructured pre-existing organisations, such as universities that were initially expanded during the period of industrial capitalism. From Foucault’s perspective, universities work as components of the dominant control apparatus to subjectively normalise people to docile bodies in the capitalist society. In planning schools, new planning students are introduced to the discipline and its values, norms, knowledge, and practices. This article explores how neoliberalism has changed planning education and subsequently practice in favour of the market operation by detaching planning from its intellectual and theoretical context, and used planning as its scapegoat to conceal its failures. Following the Global Financial Crisis (GFC) in 2008 and the global pandemic of COVID-19, several thinkers, economists and politicians have declared that ‘neoliberalism is dead’ and pointed to the necessity of a new doctrine to address the adverse side effects of neoliberalism that include social inequality and climate change. Planning was initially developed to address the environmental issues and social inequality that resulted from industrial capitalism. This article suggests that planning education should traverse neoliberalism by retrieving its critical and theoretical knowledge to redefine its role in the post-neoliberal era.

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“…Planning Education Gunder andFookes (1997a, 1997b), reporting less than a decade ago on the content of Australasian planning-school programs, did not use the word sustainability at all, let alone as a catchall term for environmental concern. Their work found that on average in 1995, accredited planning-school curricula focused less than 5 percent of their total programs on environmentally related planning issues.…”

Section: ᭤ the Rise Of Sustainability Inmentioning

confidence: 99%

Sustainability

Gunder

2006

Journal of Planning Education and Research

Self Cite

143

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This article explores the concept—sustainability—as a transcendental ideal of planning purpose and value. The article critically argues that sustainability largely has been captured and deployed under a narrative of sustainable development in a manner that stifles the potential for substantive social and environmental change, all of which constitutes new purpose, legitimacy, and authority for the discipline of planning and its practitioners while potentially sustaining or creating adverse social and environmental injustices. These are injustices that planning traditionally attempted to address but now often obscures under the primacy of the economic imperative within dominant institutional interpretations of the sustainable development narrative.

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In Defence of Planning Praxis, Knowledge and the Profession: Planning Education and Institutions for the New Century

Cited by 7 publications

References 15 publications

Reinventing planning education

Reinventing planning education

‘Neoliberalism is dead’: Traversing neoliberal planning education is an exigency

Sustainability

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