| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
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This module examines the ways in which the practice of planning has been imagined, explained and justified. It addresses the ideological, political and ethical dimensions of planning practice using the lens of various theories of planning, power and urban development. It considers the distributional aspects of planning and a range of political and organisational rationalities that shape and constrain planning practice. The module aims to develop a strong constructive critique of planning practice, to engender greater reflexivity in students about the position of the planner in urban change. The module also provides broad theoretical frameworks which can guide the students’ dissertations in semester 2.
The syllabus will cover the following themes. The order may change according to staff availability.
1. Introduction to the module and assessment. Navigating the terrain of planning theory
2. Urban imaginaries and utopian planning
3. Procedural and substantive theories of planning
4. Pragmatism and planning (critical pragmatism and collaborative planning)
5. Marxism, political economy, critical theory, and planning
6. Modernism, postmodernism, post-structuralism
7. Complexity and resilience thinking
8. Evidence and policy, knowledge and action, facts and values
9. Justice and environmental planning
On completion of the module, students are expected to be able to:
• Develop knowledge of planning theory and its relationship to planning practice
• Make connections between planning theory, planning history and urban theory from stages 1 and 2
• Enhance their understanding of the political and ethical dimensions of planning practice
Obtain an awareness of the critiques of planning as a practice
• Develop reflexivity and critical thinking in practicing planning
By the end of this module students will be able to demonstrate:
The ability to synthesise information
The ability to think critically and apply theoretical concepts to planning practice
Clear written communication skills
Problem solving abilities related to critiques of planning practice
Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 36 | 0:20 | 12:00 | 36 blocks of recorded content of 20 minutes each, over 9 teaching weeks |
| Guided Independent Study | Assessment preparation and completion | 1 | 67:00 | 67:00 | Writing up of written exercise |
| Guided Independent Study | Directed research and reading | 40 | 2:00 | 80:00 | Reading lists provided for each theme in support of learning and assessment as well as preparation |
| Structured Guided Learning | Structured research and reading activities | 9 | 2:00 | 18:00 | Selected reading relevant to content covered |
| Scheduled Learning And Teaching Activities | Workshops | 5 | 2:00 | 10:00 | 5 Workshops, each split into groups of students. Workshops will also be recorded. |
| Structured Guided Learning | Structured non-synchronous discussion | 9 | 1:10 | 10:30 | Structured discussion with guiding questions relating to content delivered each week |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 2:00 | 2:00 | Tutorial support towards learning and assessment and opportunity for feedback, split into 2 groups |
| Scheduled Learning And Teaching Activities | Module talk | 1 | 0:30 | 0:30 | Meet the students and introduce module and assignment. Written instructions are provided for those |
| Total | 200:00 |
Through blended teaching and learning an overview of planning theory is provided which covers various schools of thoughts and their critiques. Examples from planning practice will help making links between theory and practice in planning.
The blended teaching and learning consists of a mixture of synchronous and non-synchronous sessions consisting of a range of lecture materials including: introductory talks to explain the portfolio of guided structured learning activities for each session, and how they relate to the module learning outcomes; recorded content blocks of 3-4 per session of 15-20 minutes each to cover the themes of the module; in-depth engagement through reading selected papers or watching short videos / listening to podcasts which will then be discussed as a cohort in a non-synchronous online discussion board facilitated by that session’s academic contributor; and, 3 synchronous workshops to learn more in-depth knowledge of planning theory and its application in planning practice. Also, a synchronous drop in session will provide tutorial opportunity to answer questions and discuss the assignment and students’ feedback.
The recorded lecture materials will cover the themes mentioned in the syllabus. The three synchronous workshops and the non-synchronous online discussion boards provide students with the opportunity to discuss and delve deeper into issues explored in the lecture materials and in the selected readings in a structured way, and to critically reflect on planning practice, with the support of independent reading. All activities aim to support and guide students in the preparation for assessed coursework. A drop-in workshop is offered to guide the students in their preparation for coursework.
Present in person will be delivered at the programme level.
Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.
The format of resits will be determined by the Board of Examiners
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | M | 100 | Individual essay of 3,000 words (excluding references) which critically reviews / unpacks a planning theory and applies it to a case |
The essay tests the ability of the students to think creatively and critically about planning practice through using new theories and integrating these with knowledge introduced in earlier stages of the programme.
The assessment meets three key objectives:
1. To prepare students to become aware of various planning thoughts and the political nature of planning
2. To alert students to multiple perspectives on the what planning is and what it is for
3. To encourage students to develop critical thinking and professional reflexivity
To complete the assessments, students will need to familiarize themselves with a planning theory and a case study of planning practice. They need to know the main features of that theory and be able to use it to assess the case study of planning practice. They also need to deploy their own critical thinking and argumentation skills to provide a robust and compelling assessment of their selected case.
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Disclaimer: The information contained within the Module Catalogue relates to the 2020/21 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2021/22 entry will be published here in early-April 2021. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.