2. Planning education: building up spaces of dialogue for places of dignity

The recent years of economic decline and uncertainty, and growing migrant and refugee streams are leaving their mark in today’s society. Municipalities and public service provision are afflicted by government imposed austerity measures. Moreover, the often unexpected influx of considerable numbers of new inhabitants (migrants/refugees) in many European cities creates growing conflicts in land use planning, discontent of existing residents and often increased social segregation. Effects are touching both rural villages and sprawling metropolitan agglomerations alike and are becoming visible in many respects. The task of planning in such circumstances is extremely challenging. With scarce resources, political pressures and often limited time for decision-making and solution development, how can and should planners for example steer the creation of or protect truly public, safe open spaces with high quality amenities for all, and accessible and affordable housing? New strategies, practices and approaches will need to be explored and developed, and planning educators will have to prepare students for working in a dynamic, contested, and uncertain environment where actions need to be negotiated amongst affected stakeholder groups and their interests. How are educators integrating issues of space, dialogue and self-respect, pride, and respect into their teaching? Planning need to be able to develop innovative and locally responsive (economic) development strategies without however, losing sight of issues and opportunities provided by global societal challenges (healthy food, climate and environmental challenges, etc).

This track invites papers and presentations reporting on:

 

All authors and presenters are expected to take a critical, reflective stance relating their work to pedagogical and/or social & planning theories.