Planning History and the Black Urban Experience: Linkages and Contemporary Implications

Thomas, June Manning

doi:10.1177/0739456x9401400101

Cited by 34 publications

(14 citation statements)

References 24 publications

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“…The 'skills' which these programmes offered and emphasized were skills in critical thinking and critical theory. In tandem with the emerging political economy critique came the dismantling by feminists of the supposed gender-neutrality of planning theory and practice (Sandercock & Forsyth, 1992) and, more recently, similar arguments by people of colour about the history of race-and ethnicity-based forms of discrimination embedded in traditional planning practice (Woods, 1995(Woods, , 1998Thomas, 1994Thomas, , 1998Grigsby, 1994;Cordova, 1994;Yiftachel, 1992Yiftachel, , 1996.…”

Section: Producing Professionals? or Educating Urbanists? Revisiting mentioning

confidence: 96%

Expanding the ‘language’ of planning: A meditation on planning education for the twenty‐first century

Sandercock¹

1999

European Planning Studies

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To cite this article: Leonie Sandercock (1999) Expanding the 'language' of planning: A meditation on planning education for the twenty-first century, European Planning Studies, 7:5, 533-544, ABSTRACT What kinds of knowledge do planners need in a post-modern age in which cities and regions are characterized by fragmentation, polarization, and 'difference' in its many guises? This paper identifies four dilemmas of traditional planning education: the reduction of 'knowledge' to a set of measurable skills; the ossifying of programmes around a core which reinforces an outdated modernist paradigm; the loss of focus on questions of meaning, of value, of the spirit, which has resulted from a divorce between planning and design education; and the tendency to draw tight boundaries around professional identity, which prevents a truly interdisciplinary practice from emerging.Preparing planners for the challenges of the twenty-first century might involve the following: identifying the specificity of the domain of planning in a more dynamic way so that the core does not become redundant every decade; articulating planning programmes with environmental and design programmes; shifting from an emphasis on skills to key literacies (five are identified); approaching planning as an ethical inquiry.Interdisciplinary ... is not just a question of putting several fields together, so that individuals can share their specialised knowledge and converse with one another within their expertise. It is to create sharing in a field that belongs to no-one, not even to those who create it. What is at stake, therefore, in this inter-creation is the very notion of specialisation and of expertise, of discipline and professionalism.

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Section: Producing Professionals? or Educating Urbanists? Revisiting mentioning

confidence: 96%

Expanding the ‘language’ of planning: A meditation on planning education for the twenty‐first century

Sandercock¹

1999

European Planning Studies

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“…This is consistent with theories that emphasize communicative rationality (Habermas and McCarthy, ) and empowerment of the public for greater, and better, participation (Arnstein, ; Krumholz, ). Other theories such as advocacy planning and equity planning use the paradigm of technical rationality to address socio‐economic injustice (Thomas, ), while relying on communicative processes as means to stimulate participatory democracy and building capacities within the community.…”

Section: Participatory Approaches In Urban Planningmentioning

confidence: 99%

Recognizing Uncertainty and Linked Decisions in Public Participation: A New Framework for Collaborative Urban Planning

Chakraborty

2012

Syst. Res

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To promote collaboration, urban planners need to devise processes that consider stakeholders' interests not as an afterthought but as an integral component of decision analysis. In this paper, I introduce and illustrate a framework that attempts to do so using a longrunning road extension planning process in Urbana, Illinois, USA. Drawing upon archival research, stakeholder reactions, and my experiences as an observer, the case study demonstrates how assumptions in problem framing and analysis and a focus on hardened positions can lead to disagreements. Using a stylized scenario exercise, I then present an alternative framework that can explicitly recognize the uncertainties and linked decisions involved in the analysis and allow the stakeholders to expound their concerns. A test of the principles shows that by bringing out the basic objectives of stakeholders and considering a wider range of choices and uncertainties, the framework can help identify underlying areas of agreement. I conclude that recognizing limitations of analytical methods and systematically bringing stakeholder values to a planning process can help improve its efficacy.

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“…A third common urban narrative -which often emerges from the black urban experience -constructs the city as a site of injustice, oppression, and exclusion (but also hope). Drawing heavily on her knowledge of Detroit, for example, June Manning Thomas (1994Thomas ( , 1997 argues that one cannot comprehensively understand the history of American cities, and their planning, without understanding the African-Americans' experience. That experience began when hundreds of thousands of southern black workers migrated northwards between the First and Second World Wars, seeking opportunity and fleeing oppression, only to be met by racially restrictive zoning ordinances and covenants and by white riots against blacks.…”

Section: Persuasive Stories About Creating Sustainable Places Have To Make Space For Diverse Locally Anchored Common Urban Narrativesmentioning

confidence: 99%

Planning as Persuasive Storytelling in a Global-Scale Web of Relationships

2003

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This article revisits Throgmorton's 1996 claim that planning can be thought of as a form of persuasive storytelling about the future. It responds to three broad lines of critique, connects the claim to contemporary scholarship about `transnational urbanism' and the `network society,' and revises the author's initial claim. This revision suggests that planners should tell future-oriented stories that help people imagine and create sustainable places. It further argues that, to be persuasive to a wide range of readers, planners' stories will have to make narrative and physical space for diverse locally-grounded common urban narratives. It recognizes that powerful actors will strive to eliminate or marginalize competing stories.

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Planning History and the Black Urban Experience: Linkages and Contemporary Implications

Cited by 34 publications

References 24 publications

Expanding the ‘language’ of planning: A meditation on planning education for the twenty‐first century

Expanding the ‘language’ of planning: A meditation on planning education for the twenty‐first century

Recognizing Uncertainty and Linked Decisions in Public Participation: A New Framework for Collaborative Urban Planning

Planning as Persuasive Storytelling in a Global-Scale Web of Relationships

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