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Module

TCP3054 : Planning Theory and Politics

  • Offered for Year: 2020/21
  • Module Leader(s): Professor Simin Davoudi
  • Lecturer: Dr Andrew Law, Dr Elizabeth Brooks
  • Owning School: Architecture, Planning & Landscape
  • Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: 20
ECTS Credits: 10.0

Aims

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.

Outline Of Syllabus

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

Teaching Methods

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.

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials360:2012:0036 blocks of recorded content of 20 minutes each, over 9 teaching weeks
Guided Independent StudyAssessment preparation and completion167:0067:00Writing up of written exercise
Guided Independent StudyDirected research and reading402:0080:00Reading lists provided for each theme in support of learning and assessment as well as preparation
Structured Guided LearningStructured research and reading activities92:0018:00Selected reading relevant to content covered
Scheduled Learning And Teaching ActivitiesWorkshops52:0010:005 Workshops, each split into groups of students. Workshops will also be recorded.
Structured Guided LearningStructured non-synchronous discussion91:1010:30Structured discussion with guiding questions relating to content delivered each week
Scheduled Learning And Teaching ActivitiesDrop-in/surgery12:002:00Tutorial support towards learning and assessment and opportunity for feedback, split into 2 groups
Scheduled Learning And Teaching ActivitiesModule talk10:300:30Meet the students and introduce module and assignment. Written instructions are provided for those
Total200:00
Teaching Rationale And Relationship

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.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Essay1M100Individual essay of 3,000 words (excluding references) which critically reviews / unpacks a planning theory and applies it to a case
Assessment Rationale And Relationship

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.

Reading Lists

Timetable