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

Dados Bibliográficos

ID3263665
AutoresKirk E Harris (University of Wisconsin–Milwaukee, autor correspondente)
Ano2015
Volume5
Fascículo3
Data de publicação2015-07-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoSAGE Open (JOURNAL)
Identificadores do periódicoISSN: 2158-2440 • E-ISSN: 2158-2440
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/2158244015607757
OpenAlexW2223120619
IdiomaEN
Citações recebidas4
Referências citadas11

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

Curriculum · Disposition · Pedagogy · Political science · Public relations · Qualitative research · Social justice · Social science · Sociology · Law · Psychology · Social Psychology · Urban and Rural Development Challenges · Urban Planning and Governance · Urban, Neighborhood, and Segregation Studies