Understanding the Disposition of Urban Planning Students Toward Social Justice and Equity Themes

Kirk E. Harris

SAGE Open, 2015, vol. 5, issue 3, 2158244015607757

Abstract: This research surveys how graduate level urban planning students think about social justice and equity issues and how academic instruction in urban planning affects the disposition of students toward these issues and themes in the context of their development as urban planning professionals. Although the quantitative findings did not demonstrate that the graduate curriculum and instruction had any appreciable impact on student understanding and navigation of equity and social justice themes, qualitative evidence did suggest that students are understanding and care about issues related to social justice and equity and were interested in incorporating those issues into their professional practice. This research also suggests that graduate academic instruction may fall short in supporting students with the useful integration of social justice and equity issues into their professional practice.

Keywords: graduate urban planning education; teaching and instruction related to social justice and equity issues; progressive planning practice and advocacy planning; professional urban planning training (search for similar items in EconPapers)
Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:5:y:2015:i:3:p:2158244015607757

DOI: 10.1177/2158244015607757

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