Urban Planning Education : Beginnings, Global Movement and Future Prospects PDF
Preview Urban Planning Education : Beginnings, Global Movement and Future Prospects
The Urban Book Series Andrea I. Frank Christopher Silver Editors Urban Planning Education Beginnings, Global Movement and Future Prospects The Urban Book Series Aims and Scope The Urban Book Series is a resource for urban studies and geography research worldwide.Itprovidesauniqueandinnovativeresourceforthelatestdevelopments in the field, nurturing a comprehensive and encompassing publication venue for urban studies, urban geography, planning and regional development. The series publishes peer-reviewed volumes related to urbanization, sustainabil- ity, urban environments, sustainable urbanism, governance, globalization, urban and sustainable development, spatial and area studies, urban management, urban infrastructure, urban dynamics, green cities and urban landscapes. It also invites research which documents urbanization processes and urban dynamics on a national, regional and local level, welcoming case studies, as well as comparative and applied research. The series will appeal to urbanists, geographers, planners, engineers, architects, policy makers, and to all of those interested in a wide-ranging overview of contemporary urban studies and innovations in the field. It accepts monographs, edited volumes and textbooks. More information about this series at http://www.springer.com/series/14773 Andrea I. Frank Christopher Silver (cid:129) Editors Urban Planning Education Beginnings, Global Movement and Future Prospects 123 Editors Andrea I.Frank Christopher Silver Schoolof GeographyandPlanning Collegeof Design, Construction Cardiff University andPlanning Cardiff University of Florida UK Gainesville, FL USA ISSN 2365-757X ISSN 2365-7588 (electronic) TheUrban Book Series ISBN978-3-319-55966-7 ISBN978-3-319-55967-4 (eBook) DOI 10.1007/978-3-319-55967-4 LibraryofCongressControlNumber:2017937508 ©SpringerInternationalPublishingAG2018 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar methodologynowknownorhereafterdeveloped. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfrom therelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authorsortheeditorsgiveawarranty,expressorimplied,withrespecttothematerialcontainedhereinor for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations. Printedonacid-freepaper ThisSpringerimprintispublishedbySpringerNature TheregisteredcompanyisSpringerInternationalPublishingAG Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland Foreword ShortlyafterIstartedplanningschoolin1975,Ichancedonacopyoftherecordof aseminarheldayearpriortomarktheretirementofJackParker,thefirstanduntil his retirement the only, head of the Department of City and Regional Planning at the University of North Carolina at Chapel Hill.1 The pages of that slim volume opened a window on a profession in turbulence and an educational enterprise that seemed to dispute more than it confirmed. Planners were unsure if their craft was designorsocialscience.Theyclaimedexpertiseacrossanincrediblybroadswathof domestic policy matters, yet feared inability to defend their claim against attacks from sister professions. They believed they had a special understanding of the public interest that justified leadership in governance, yet found themselves frozen out of the real corridors of power over and over again. What I didn’t appreciate reading Planning in America at that time was that the planning profession and the schooling traditions that supported it were in their adolescence: 60 or so chronological years old, but still fighting uncertainties of identity and yet to establish an understood place in the larger society. Among the characteristics of adolescence evident were growth spurts fueled by government investments at a pace never before experienced; wanderlust, with planning edu- cation expanding to many countries where it had previously been unknown; and therewereargumentsaboutmeaningandcoherenceevocativeoflate-nightcollege tavern debates. Planningeducation’smid-centuryadolescencegaverisetomoreseriousresearch methods,toacademicjournals,toindependentacademicconferencesandtolearned societies in the form of school associations. By late century, this now-adult edu- cational enterprise enjoyed global reach and widespread legitimacy, and prided itself on many achievements in economic, environmental and justice domains. APlanning Schools Movement had fostered a worldwide dialogueabouthow best 1DavidR.Godschalk.PlanninginAmerica:LearningfromTurbulence.AIPPlannersPress,1974. v vi Foreword toplanandhowbesttoeducateplanners.2Thatsamemovementledtothecreation of the Global Planning Education Association Network. And, in turn, discussions amongst GPEAN leadership inspired this volume, seeking to draw together plan- ning education experiences from around the world to help frame the planning education choices to be made in the years ahead. Despite adulthood, planning education remains filled with debates over defini- tionandpurpose.Withmaturityhavecomenewambitionsthattestolddefinitions, and new insecurities as old assumptions are challenged by evolving political and economic realities. New technologies have shaken the norms and structures of educational institutions, and new competitors chase at the heels of planning edu- cation from all sides. City government is now seen as a weak manager of growth, prayingforthefortitudetocontrolmulti-nationalcorporateinvestmentastheprime driver of urban development. Taxpayer revolt has become the new normal and tertiary educational institutions have grown to expect only declining budgets. Online education and cross-border university competition has fostered what often feels like a race to the bottom in time and attention to the individual student. Pressures for recognition and prestige push faculty to publish in international lit- erature that directs them away from the unique characteristics of planning practice intheirhomecountries.3Wemayhavebeenaneducationalenterpriseinturbulence in the 1970s, but in the 2010s we are in the midst of chaos and change is widely recognized as the only constant. This unique volumetells thestories of theyouth, adolescence and adulthood of education for this remarkable city planning profession. A global roster of authors brings the ambitions, successes and failures of planning educators to life with clarity and fascination. The tensions and disagreements of competing schools of thought are laid bare, but never with animosity. Instead, as the pages turn one has thesenseofplanningeducatorsasabandofwarriorschallengingcommonenemies. The enemies areprivateinterest, corporate greed, anti-intellectualism, andpolitical expediency.The fields ofbattle includenotonly theclassroomandlaboratory,but also professional association governing boards, university administrative offices, education ministry bureaucracies, and legislatures. As I write, the United Nations has just adopted the Quito Declaration‚4 setting forth a New Urban Agenda for the future of cities worldwide. The New Urban Agenda calls for integrative, inclusive, evidence-based urban and territorial plan- ning at the center of the path to securing compact, equitable, resilient, safe and sustainable cities. Planning schools are asked to rise to the challenge of leadership 2Bruce Stiftel and Vanessa Watson. Dialogues in Urban and Regional Planning, vol. 1. Routledge,2005. 3Klaus Kunzmann. “Unconditional Surrender: The Gradual Demise of European Diversity in Planning.” Keynote address presented to the 18th Congress of the Association of European SchoolsofPlanning,Grenoble,France3July2004. 4UnitedNations,ConferenceonHumanSettlementsandSustainableUrbanDevelopment.“Quito Declaration On SustainableCities andHumanSettlements for All”.Resolution A/Conf.226/L.1. Adopted20October2016. Foreword vii inthiswork,withunprecedenteddemandforeducationofnewplanners,trainingof stakeholders and officials and knowledge generation to underlie decision-making, design, and implementation. For urban planning schools to meet these demands will require great effort, unprecedented resource development, creativity and political savvy. The history andambitionslaidoutinthisvolumerepresentawealthofexperiencetoteachhow toovercomethechallenges. They alsosuggestthatfacultiesandstudents drawnto planning schools and the professionals who work with them have what it takes to succeed and lead the way toward sustainable urbanization in the twenty-first century. Atlanta, USA Bruce Stiftel October 2016 Acknowledgements TheseedsforthisbookandfirstideasemergedatmeetingsoftheGlobalPlanning Education Association Network (GPEAN) in Ahmedabad in 2009 and Helsinki in 2010amongagroupofplanningeducatorswhohavededicatedconsiderableenergy and time to advance planning education and dialogue on planning practice, peda- gogyandresearch,globally.Buoyedbythesuccessandreleaseoftheresultsfroma review of planning education programs globally as part of the 2009 UN Habitat report on Planning for Sustainable Cities, the group was eager to pursue related projects and build a wider knowledge base of planning education. This book owes much to these initial discussions and conceptual ideas. Several of the participants have contributed chapters themselves, but all of them provided vital energy and moral encouragement to help us carry on and persevere with this project. It is through the Global Planning Education Association Network, with its organizationoffour world congressestodate, thattheglobaldialogueonplanning educationwhichthisvolumeseekstoenlivenhasbeensustained.Creditandthanks must also be given to another organization, the International Planning History Society (IPHS), whose members have been largely responsible for broadening our understandingofhowplanningeducationemergedthroughoutthetwentiethcentury in so many different ways but with a complex set of interconnections we are just beginning to fully appreciate. This book project required a considerable amount of skilled technical and financial support to bring it to fruition. We would like in particular to thank Tara Hipwoodforsupportingtheprocessofbringingthemanuscriptintoacoherentand consistentformat,performingmeticulouseditingonthedraftsandpreparingfigures andgraphicstorequiredstandards.Wearealsoappreciativeofthesupportfromour institutionsforfacilitatingeditorialmeetings.Achunkofextratimeandfocuscould bededicatedtocompletethebookbyaresearchleavegrantedbytheUniversityof Cardiff to the UK-based co-editor. The staff at Springer embraced the project wholeheartedly through the advocacy of Juliana Pitanguy (Associate Editor). We alsowanttoacknowledgeequallyessentialsupportfromCarmenSpelbos,Editorial Assistant and Mariëlle Klijn, Project Coordinator. ix x Acknowledgements There are many others that deserve our thanks including around four dozens academics working in planning education schools and departments around the world for taking time to respond to our email queries on the their views offuture developments in the field. We also like to thank the contributors of chapters who remainedpatientthroughoutseveralyearsofwritingandediting.Ourfamilieswere understanding when the need to work on this project took us away from them at inopportune times. They recognized, or perhaps we convinced them, that stimu- lating a broader discussion of how urban planning education could bring the right change agents into the world was our small contribution as educators and scholars toamorelivableplanet.Theysupportedusinoureffortsbecausetheycareaswell.
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