ACTION CHARGE

A PARTICPATORY PLANNING GUIDE

FOR YOUNG PEOPLE
WRITTEN AND ILLUSTRATED BY
BEN SEREDA
To Ronnie, Eli, Nikayah
and the rest of Mrs.
William’s 4th Grade
Class
You changed the
course of my life for the
better
 FOREWORD
Proverbial by a particu-
lar profession
(pruh-vur- definition is placed on the side. The pronuncia-
or group of
bee-uh l) tion is also offered, and all words may be found people, and
1) used to in a glossary in the back. The type is also written are difficult
show that you in standard British English, so if you’re in The for others to
are referring understand
to a particular
States don’t be surprised to see words like co-
proverb or lour as opposed to color, organise as opposed
well-known “You give a poor man a fish, and you feed to organize, or centre as opposed to centre. I
phrase him for a day. You teach him to fish, and have noted that more global English speakers
2) well known you give him an occupation that will feed and writers write this way and so it is sensible.
and talked him for a lifetime.” (Chinese proverb.)
about by a lot
The same is done for other languages. All this is
of people. Whether proverbial or clichè, this is the done to make the guide more useful to youth.
Cliché essence of this guide. Keep this phrase with By far the largest key goal was to make
(klee-shey, you as you read through this handbook and re- the guide useful to young people. Why should
kli-shey) a member what this is in front of you is a process. young people care about planning and plan-
phrase or an And it’s what you make of it. Hopefully, I make it ners care about youth? My thoughts are best
idea that has engaging enough that you like to read it. Hello
been used so
summarised in this block quote by Clair Free-
and welcome to this guide for planning projects man. Freeman monumentally and succinct-
often that it
no longer has in your community. Perhaps you are reading this ly puts it all into perspective when she writes:
much meaning because the handbook is free for all. Perhaps
Planning and planners influence children’s lives and
and is not inter- because it is made for young people. Or, per- experiences. The policies they implement, the design
esting haps, much to my surprise it has become a best ideas they support and the decision that they take all
selling work of nonfiction, and you are eagerly manipulate and shape the environment in which chil-
awaiting an autographed copy. Whatever has dren live, and thus materially impact on the quality
brought you here I hope that you find it to be of children’s lives. Planners outside particular child or
Autonomy youth oriented Council initiatives seldom take children’s
interactive, clear, and altogether useful. When I needs and views into account in development or policy
(aw-ton-uh- set out to write a guide for young people I had planning. They are neither trained to work on behalf
mee) the abil- clear goals on the purpose of the project. The of children nor with them, though children are possibly
ity to act and primary goal was that it would be accessible. even more influenced by the nature of their environ-
make decisions ments than their adult counterparts. Yet the decisions
without being
For me, that meant not only regarding availabil-
they take, the policies they implement, and the devel-
controlled by ity but also that it was a comprehendable by opmental trends they support do have direct impacts
anyone else someone with their own autonomy (a-tahn-oh- on children’s lives and well being. Planners need to be
mee)—a word which here means “ability to work aware of children and young people in the way they
on your own”. It is for that reason that the guide plan the environment and to be aware of how the deci-
mainly remains clear of any difficult planning sions they make an impact on children.1
Jargon (jahr-
guh n, jahr- jargon (jahr-guh n, jahr-gon). For this reason, However, my desire to focus on young people
gon) words words that are useful to know or unavoidable also has a much more human element to it.
or expressions are either directly followed by a definition or the
that are used
Figure i.1 The Planning Cycle
This figure shows the
rational planning mod-
el planners traditionally
use. Starting at research-
ing and then analysing,
you can see what issues
are faced. Then you plan
a way to overcome those
issues. Next you figure
out a way to actually im-
plement it and bring it
into reality. Lastly come
evaluating how well you
performed your tasks.
When you determine
how to improve you’re
ready to start the pro-
cess all over again.
 By far my largest experience in seeing of planning as maintained by the rational plan-
how young people are capable of leading large ning process. (View Figure i.1) The process
projects on their own came from my experienc- is explained in the introduction to the guide. Comprehen-
es in City Year—and to a lesser extent, my ex- sive (kom-
periences in Public Allies. In these experiences, Anyone can use this guide to lead them pri-hen-siv)
I saw young people—actually—young adults— along the steps taken by those making the de- including all, or
almost all, the
take on more responsibilities than I ever had. cisions in their neighbourhood. Through this items, details,
Sometimes this was out of survival, living in process, anyone can develop a plan that is facts, informa-
situations where they had to look out and take comprehensive (com-pri-hen-sihv)—including, tion, etc., that
care of their younger siblings. In other cases, or dealing with, all parts of something, com- may be con-
it was because they saw their own potential plete—and robust (roh-buhst, roh-buhst)— cerned
and wanted to tap into their leadership skills. strong and well constructed. If you use this
Regardless, young people can affect (af-ekt tool efficiently, you should have the confidence Robust
Affect (Uh- or uh-fekt)—lead to the creation of—change. that you can present your plan to community (roh-buhst,
fekt, Af-ekt) Sometimes, like many adults I know, it takes a boards, elected officials, and other “big-whigs”. roh-buhst)
to produce little nudge or something to get the ball roll- strong and not
a change in likely to fail or
somebody/
ing. The hardest things I’ve noticed in working All the Best,
become weak
something with both younger and older people is apathy Ben Sereda
(ap-uh-thee)—lack of interest. One way to fight
Apathy (Ap-
this apathy is to engage people in what they
uh-thee)
the feeling
are interested in and to gauge what they want
of not being to see changed in their world. Now we can’t
interested in guarantee a genie granting all the riches in the
or enthusiastic world, but we can work as a community to find
about some- ways to bring jobs to neighbourhoods, keep
thing, or things
in general
crime off our streets, and make our places bet-
ter. All it needs is lots of patience and planning.
That’s where this guide comes in handy. It
will give all people, regardless of age, the tools
and strategies that real planners use to develop
P.s.
community projects and policies. By learning the Hey, just one thing more…should you wish to send any
jargon and tricks of the trade, I wish for you to comments or feedback, you are certainly welcome to
feel empowered that you can with all confidence crowd my inbox at bjsereda12191@gmail.com. I only
create a well-developed plan that will wow any ask that you are constructive—a word which here means
city official into giving you their support—and don’t just tell me you hated it and that it’s stupid and
instead say what could improve it to fit your needs.
hopefully the money to actually carry it out. The
Cheers
guide is thus broken up into the various phases
 INTRODUCTION 8
WHAT’S INSIDE
RESEARCH 43

ANALYSIS 65

PLANNING 95

IMPLEMENTATION 119

EVALUATION 131

REPEATING THE CYCLE 141

EPILOGUE 148

ENDNOTES 153

GLOSSARY 167

BIBLIOGRAPHY 199
 INTRODUCTION
etc. This research is often next analysed (an- Analysed
l-ahyz d)—the process of taking what you’ve (An-l-ahyz
gathered and studying the details to see if d) to examine
the nature or
they explain why something is happening. structure of
Through Analysis you may create a list of something,
things that are working and not working. From especially by
You are about to start this comprehen- this list, you may then create a list of recom- separating it
sive guide for all ages and ideally all planning mendations as to what can be done to change into its parts,
types. This introduction will give you the basics in order to
this. Primary sources of information gathered understand or
Methodolo- of planning–-the planning process, different during your research stage become the sup- explain it
gies (meth- international plan typologies, various people port for these recommendations. This list of Implemen-
uh-dol-uh- involved in planning, etc.–-As well as some ad- recommendations begins to create the overall tation (im-
jeez) a set of ditional information. It will also include a liter- Plan. The plan is not final, in fact, once it is pluh-muh
methods and ature review of what constitutes child-friendly accepted by the majority or ideally all through n-tey-shuh
principles used cities. Here are the real meat and potatoes of
to perform consensus, it only becomes a reality when n, im-pluh-
a particular
this guide. That being said, it is rather a dense it becomes implemented. Implementation men-tey-
activity introduction. While I think it’s fascinating, you (im-pluh-muh n-tey-shuh n, im-pluh-men-tey- shuh n) the
assets (Ass- may not necessarily. You may skip to the guide shuh n) is when you take what you plan to do act of making
et) itself and use this introduction as a reference and find ways to make it a reality. When you something that
1) a person point at any time during your reading. After all, has been offi-
finally implement your project, you will often
or thing that that’s the purpose of this introduction–to give cially decided
is valuable
have when to do several phases of Evaluation start to happen
you the basic knowledge of planning before (ih-val-yoo-ey-shuh n). To see how you met or be used
or useful to
somebody/ you start planning. Also if you don’t know the project goals and where you may improve, Evaluation
something where to start, this introduction will give you evaluate right after the works are implement- (ih-val-yoo-
2) a thing of suggested methodologies (meth-uh-dol-uh- ed, a short term afterwards, and a long time ey-shuh n)
value, espe- jeez) as well as things that should be consid-
cially property,
later. Understand that once you start a project, the act of form-
ered to improve the quality of life for young you are never done with it, as it must change ing an opinion
that a person
people in cities. So, before going to begin, of the amount,
or company over time. Evaluation step is so important
you may be asking yourself “what is plan- value or quality
owns, which because of the modification over time in that it of something
can be used ning?” provides you with the material needed to start after thinking
or sold to pay
debts
new research and restart the planning process. about it care-

What is Planning?
fully
Etc. (et
set-er-uh, In more detail, the Research Phase will
et se-truh) give you some key strategies into gathering
used after a list
Traditionally planning follows a cyclical pro- primary sources. Through a myriad of activ- Myriad (mir-
to show that cess. It begins with Research into existing as- ities, you will engage directly with people in ee-uh d)
there are other sets (Ass-et), problems, growth opportunities, the community. This research will largely be extremely large
things that you in number
could have

fueled by general questions such as:
- What is working in the community?
- What do people like about the area?
- What about the community do you not like?
- What are problems people face in the community?
- Where do people come to celebrate?
- Etc.
It is critical in this phase not to have a set way
of thinking and not to assume that you as the
planner know what the problems are. In other
research, you should also look into the history,
Demograph- the physical geography, the demographics
ics (dem-uh- (dem-uh-graf-iks, dee-muh-graf-iks), and
graf-iks other details about the community. While this
dee-muh- information is powerful and helpful and may
graf-iks) data lead you to think you know what the issues
relating to the facing the community are, keep in mind that
population
it doesn’t always match. Do not assume you
and different
groups within it
know the problems. Allow your other research
to fill in gaps and enhance your other research.
Activities for gathering research, as outlined in
this guide, include:
-Interviews
-Guided tours
-Mapping activities
-Photojournalism
-Focus groups
-Surveys
-and more
It will not be necessary to complete all of the
activities suggested in this part, nor are these
the only activities you may use. It is at the
discretion of the planner to choose which re-
search activities are best suited for the overall
project. It is also important to note that while
in this phase it is often tempting to set overly
9
specific goals that limit the research. You may
choose to focus solely on investigating why a
block is vacant in a neighbourhood and wholly
look over the fact that the streets flood in the
overall community and this block is an effect
of this. By refraining from having clear goals,
you open yourself up to understanding the
community better and what it wants as much
as what it needs. When you have finished your
research, it is the time to analyse your findings.
The Analysis Phase is where you get
closer to developing goals, but this is only at
the end of this period. In the beginning, you
are only looking for patterns. One simple way
to do this is to identify what is working and
what is not. You may look at all the research
you have gathered and highlight areas where
people have said what makes the communi-
ty strong, what has made it weak, where are
opportunities for growth, and what threatens
the community from gaining success. This
analysis is the coding process (koh-ding; Coding
pros-es, especially British: proh-ses) of your process
data into a SWOT (Strenghts•Weaknesses•Op- (koh-ding;
portunities•Threats) Analysis. You also seek to pros-es,
do an even broader study and see what top- especially
ics appear over and over again regardless of
British proh-
whether they qualify as SWOT. You may also ses) taking
choose to focus your analysis on one particular something
subject such as social issues, environmental and giving it a
issues, political issues, etc. The only problem distinct char-
acteristic that
with doing this is that you may start to lose represents a
sight of how all these matters are connected. distinct value
Regardless of how you analyse your data, you
will discover some key trends. It will be helpful
to you and to others you want to influence if
 you show your findings in a diagram, especial
ly one that shows linkages and relationships.
When you are done with your analysis, it is
then time to present your findings to a broader
audience. This presentation may just be a pre-
sentation with a Q&A (Question and Answer)
session or a workshop that involves the larger
public. The presentation should identify what
you did to gather the research as well as what
you did to analyse the data. Whatever you
choose, presenting your findings allows you
to show people what you have found to be
areas of concern in the community and invite
them to respond. After the presentation, you
should then ask the public to help create a set
of goals for the community that address the
issues presented. For example, if you found
in your analysis that one reason a housing
compound is failing is that the building itself
Accountable is in disrepair, one goal may be that you want
(Uh-koun- to hold landlords accountable (uh-koun-tuh-
tuh-buh l) buh l) for the maintenance of the building
responsible for as a quality shelter is a basic human right as
your decisions outlined by the United Nations. You may have
or actions and found in your research that the reason this
expected to
housing compound is decaying is that a street
explain them
when you are gang controls the property. Thus, a stated goal
asked may be to reduce gang activity in the commu-
nity. Many goals that you create through your
analysis may follow a “do this by doing that”
type of structure. When you have finished your
study, presented your findings, and have cre-
ated your goals you may then start actually to
plan ways to achieve them.
The Planning Phase is where you create
strategies, designs, and schemes that will help
you solve problems addressed in your goals
or find ways to enhance what is already work-
ing. In this phase you will address each goal
one by one, breaking it into smaller sections.
In our example above of “Repair housings
compounds by first removing gang activity,”
you may break it down into several tasks to
be accomplished. First off you would have
to address the myriad of issues associated
with gang violence. Largely what can you do
to prevent the gang from gaining members
and how can you empower the community to
stand up to them and not fear for their safety.
Then you must also determine what repairing
the housing compound means. Is the struc-
ture even repairable or beyond fixing? As you Compensat-
repair the buildings, what will happen to the ed (kom-puh
people who are/were living in them? How n-seyt)
will they be compensated (kom-puh n-seyt)-- 1) to provide
something
given something for losing something else--? good to bal-
Breaking these goals down into smaller parts ance or reduce
will help you to develop strategies and means the bad effects
to accomplish your goals. Another essential of damage,
part of planning after you’ve addressed all loss, etc.
2)to pay some-
your goals is to identify means of funding the body money
work you want to do. If for example, you work because they
in a country where you must apply for govern- have suffered
ment or private grants to pay for your project, some damage,
then the donations received are most likely to loss, injury, etc.
dictate (dik-teyt, dik-teyt) what you can im- Dictate (dik-
plement. Especially in the United States, this teyt, dik-
process can be highly competitive, and the teyt)
stories you gathered in the research phase can 1) to tell some-
body what to
become invaluable into shaping the story and do, especially
necessity of your project. You may also during in an annoying
the planning phase want to perform several of way
the research activities again or different ones 2) to control
to tailor your plan. When you have finished or influence
how something
happens
 11
the first draft of your plan, it is again important them out completely, what you do gather will Institutions
to present it to the public. This process will be helpful. If you only collect a few, you may (in-sti-
only enrich your project as people will often have to figure out another way to evaluate too-shuh
volunteer to help with the tasks they are most your work. This change may come in the form n, in-sti-
passionate about or steer you to address goals of anonymous comment boxes in public insti- tyoo-shuh
that need to meet over others. After you have tutions (in-sti-too-shuh n, in-sti-tyoo-shuh n), n)
engaged engaged the public, you may then start draft- small focus groups, interviews, etc. Regard- 1) a large im-
(en- ing the final plan in which you call on for fund- less of which method you choose, evaluation portant orga-
should not be the last step but rather contin- nization that
geyjd) ing of the proposed projects. has a particular
busy doing ually done throughout the process. If done
purpose, for
something Once you have found means to fund regularly, the burden of having to do it and example, a uni-
non- the projects or total goals by non-financial analyse the evaluations will be less daunting versity or bank
financial means, you may then start the Implementation (dawnt-ing, dahnt-ing) at the end. By doing it 2) a custom
regularly, you will also be able to improve the or system that
(nahn-fi-nan- Phase. This step is relatively straightforward has existed for
shuh l as you just follow through with what you have process as you’re going through it. Evaluation
a long time
nahn-fahy- planned. If you cannot accomplish what you should also not be confined to the project among a par-
nan-shuh l) planned originally, you may have to revise your but also to the people working on the proj- ticular group of
not “connected plan or revisit previous stages. This process will ect. You do not have to be a robot about it, people
with money in fact, some personnel evaluation activities 3) the act of
happen more than you expect and so it may starting or
and finance” are engaging and fun. In all, regular assess-
be wise to scenario plan. You do this process introducing
between planning and implementation where ment helps make the result better. As part of something such
you develop a Plan A, Plan B, Plan C…etc. the evaluation process, you may also want to as a system or
However, it can be easy to over-plan some- consider different types of planning that occurs a law
thing and thus being able to find means of around the world. Daunting
adjusting to problems as they arise is also not (Dawnt-

Planning Typologies
a bad idea. As you are implementing the plan, ing, Dahnt-
always make it a community event. This event ing)
making some-
will enhance buy-in as well as allow you to start
Each country has its style of planning. It body feel
to gather evaluation data. nervous and
is important before you go on with your proj- less confident
The last phase of the cycle, before it ect to research and understand what planning about doing
starts again, is the Evaluation Phase. There is like in your local area. This section is of something;
particular importance because planning laws likely to make
is a myriad of ways in which you may collect somebody feel
evaluation data to present in this section. The will determine much of what you will be able
this way
most popular tend to be quick surveys that to do. “Planning laws refer to the body of laws
can be handed out at the end of events. While (National statutes, ministerial proclamations,
not everyone will fill out these surveys or fill State/Provincial laws and local bylaws or regu-
lations) that governs both the making of spatial
 Tokenism
plans… as well as regulation of land and land between sectors shape the planning process. 6 (toh-kuh-
development.” 1 these laws are put in place to This dance is complicated by periodic collec- niz-uh m) the
tions, lobbying groups influence decision-mak- act of doing
Regulate balance conflicting or competing interests and something only
(reg-yuh- land development. Planning laws are enforce- ing, and elected officials hold power, often in order to do
leyt) able where as policies and plans are not. The promoting tokenism (toh-kuh-niz-uh m) as op- what the law
to control laws themselves serve two primary functions: posed to actual citizen participation. In mod- requires or to
something by 1) to create a framework of who does what as ernism planning is “‘top-down’ and expert led, satisfy a partic-
means of rules and as solely a function of government…”.7 ular group of
well as what is done and 2) to regulate (reg- people, but not
Concise (kuh yuh-leyt) land development and use. Together Furthermore, “planning has also been de- in a way that is
n-sahys) they create a system of checks and balances.2 scribed as a tool for attaining political and really sincere
giving only the ideological goals of the state or ruling class.”
information While this introduction will offer you a brief Zoning
outline of individual planning families or ty-
8
Thereby, planning in the modernist tradition
that is neces- (zoh-ning)
sary and im- pologies, it is more concise (kuh n-sahys) than often has a political nature which is to promote 1) the practice
portant, using comprehensive. middle-class values and tame the spread of of allowing
few words disease and discord by lower classes.9 areas of land
Colonisation to be used only
(kol-uh-na- Modernist Planning Planning takes many forms in the for a particular
hyz ey-shuh purpose
modernist movement. Namely, the purpose 2) the act of di-
n) the act of Today’s plans mostly stem from modern- of planning in the system can be divided up viding an area
taking control ist movement rooted in European and Ameri- into “Physical planning, land use constraints, of land into
of an area or a can planning traditions.3 The modernist move- development incentives, environmental con- smaller areas
country that is
not your own,
ments (explained as common-law planning, siderations, participation issues.” 10 Planning Federalism
especially using Napoleonic planning, Germanic planning, in these contexts, namely master planning, (fed-er-uh-
force, and Scandinavian planning, and Mediterranean provides technical support in land use regula- liz-uh m) a
sending people planning) have widely spread across the entire tions––i.e. zoning. Major variations exist within federal system
from your own globe due to colonisation (kol-uh-nahyz ey- individual planning systems. Each system is of government;
country to live
there
shuh n) among other things (see Figure I.1).4 characterised by either: ”Professionalism or belief in a fed-
Primarily the modernist movement is rooted eral system of
Enforce- democracy, power-sharing or power separa- government
in various systems based on European law. tion, federalism or unitarism, and territorial
ment Unitarism
Typically, zoning is the primary enforcement or sectoral government.” 11 Often particular
mechanism (yoo-nit-air-
mechanism (en-fawrs-muh nt, en-fohrs-muh types are mixed, but the end goal is always to
(en-fawrs-
nt; mek-uh-niz-uh m). The systems are differ- produce plans that promote urban forms for iz m) the op-
muh nt, en- posite of feder-
ent within the modernist movement because specific functions, which today often centre
fohrs-muh alism in which
representative democracy splits functions around cars.12
nt; mek-uh- everything is
between the various working groups.5 controlled by
niz-uh m)
Whether for good or for bad, the results of the central
something that
Power within the modernist lies in the government
makes “people modernist planning are the results of the roles
obey a particu- administrative systems where relationships This of planners as decision-makers. Governments Sectoral
lar law or rule” (sek-ter l) of
or relating to Emperical 13
“a distinct part,
in these systems see planners as design ex than systematic codes. What that means is (em-pir-i-kuh
especially of
xperts as well as technical experts. They shape case law is built up a decision by decision in l) based on
society or of a
experiments
nation’s econ- physical space to shape the nature of society courts with an emphasis on past experiences or experience
omy” to create a better future environs in formal, and a lack of uniformity. This type of law is em- rather than
written master plans. While these methods pirical (em-pir-i-kuh l), adversarial (ad-ver-sair- ideas or theo-
predict population growth over time and other ee-uh l), but the most pragmatic (prag-mat-ik). ries
things, their primary purpose is to manipulate In this kind of law there is no special protection Adversarial
the city to achieve desired goals. The Gre- to local governments; however, local govern- (Ad-ver-sair-
Constitu-
co-Roman tradition is the basis of modernist ments to consider each planning permission ee-uh l)
tion (kon- (especially of
sti-too-shuh plans, where planning was largely a function on its merit and through the appellate system
political or
n, kon-sti- of military concerns. UN habitat notes, “the maintains local compliance (kuh m-plahy-uh legal systems)
tyoo-shuh streets were deliberately made to meander for ns) to national guidelines.15 This legal system involving
n) the system military reasons, is this rendered navigation features legally binding municipal structures, people who are
of laws and difficult for invading forces. It was not until the a formal land use development process, and a in opposition
basic principles seventh century BC that the gridiron Street zoning system that determines legal land use and who make
that a state, a attacks on each
pattern was introduced in human settlements rights. It is unique among the other types in other
country or an
in greek colonies.” 13 The Romans and Etrus- that there is space within the legal planning Pragmatic
organization is
governed by cans invested in public infrastructure as well system for participation in planning and regu- (prag-mat-
as dividing up cities into administrative zones. lation.16 ik) solving
Precedent Outside of this most cities grew organically. problems in a
(pres-i-duh This development would continue until the late This system originated in England and practical and
nt, pri-seed- 1800s when modernist planning what involved spread through colonisation. Within the system sensible way
nt) to address Health concerns through a sepa- of local governments to deliver what is out-
rather than by
1) an official having fixed
action or ration of land use.14 The following is a review lined by a central government. The central ad- ideas or theo-
decision that of the leading European types that constitute ministration controls regulations, laws, building ries
has happened modernist planning which has spread across controls, and finance. Higher levels only get Compliance
in the past and the globe. involved when local governments cannot per- (kuh m-
that is seen as
form the functions.17 Therefore a strong central plahy-uh ns)
an example
Common-law/ Anglo-Saxon/ British government has limits over local authorities. the practice of
or a rule to be obeying rules
This form of administration tends to be a “…
School
followed in a or requests
similar situation state interpretation of aggregated individual made by peo-
later The UK, Ireland, Canada, the United preferences.” 18 ple in authority
2) a similar States, Australia, New Zealand, and other Aggregat-
action or event former British colonies practice the common
that happened Characteristically, the British school it ed (ag-ri-
law system. Regarding Britain, is dominated Is noted for its building cycles as well as land geyt-ed) a
earlier
3) the way that by an unwritten constitution (kon-sti-too-shuh value and use cycles. Typically these cities total number or
things have n, kon-sti-tyoo-shuh n) that focuses on prec- are seen as its collection of streets, plots, and amount made
always been edent (pres-i-duh nt, pri-seed-nt) law rather up of smaller
done amounts that
are collected blocks. Often there is also a fringe belt sur-
together rounding the urban centre.19 The legal and
planning system is adversarial; development
happens through negotiations and the sepa-
ration of planning functions. The separation
is threefold, as Lalenis notes, divided into a
“plan making function, good development
function involving issues such as land servic-
aesthetic
ing, in the regulatory or control function.” 20
(Es-thet-ik,
These features are often carried up as sepa-
Ees-thet-ik)
concerned with rate departments.21 Following the Garden City
beauty and art aesthetic (es-thet-ik, ees-thet-ik), planning
and the un- experts are often trained to “[Control] size and
derstanding of growth of the town.” 22
beautiful things
abstract Napoleonic/French School
(Ab-strakt, Based upon the Napoleonic code, this
Ab-stackt ) legal system identifies abstract (ab-strakt,
1) based on
general ideas
ab-stackt) legal norms through thinking of
problems in advance and codifying them in
and not on any
particular real a system of rules.23 The UN habitat notes,
person, thing “civil law systems are generally associated
or situation with zoning approaches to planning, in which
2) existing in
there is scope for participation in planning
thought or as
an idea but not preparation; but decisions on applications for
having a physi-
cal reality
development commission that complied with
the zoning provisions are purely administrative
(e.g. France).” 24 This legal system translates
in the case of France into a highly rigid and
centralised administration where, “…local
administration is mainly based on the local
communes…” which, “…traditionally were
branches of the central government…”.25 This
combination leads to “a complexity of interac-
tive arrangements.” 26 In general, the planner
has the highest authority following the model
of Georges-Eugène Haussmann.
A focus on social life characterises
the French School through empowerment of
people’s social and economic relations. The
interaction of individuals and the environment
along with cultural identity and resistance to
current structures is also an essential part.27 At
the lowest level, there tended to be many local hierarchy
authorities. These were needed to carry out (hahy-uh-
the national planning code in the hierarchy
rahr-kee,
(hahy-uh-rahr-kee, hahy-rahr-kee) of plans. The hahy-rahr-
highest level is intended to be more focused kee) a system,
on development policy, where at the lowest especially in
level is focused more on zoning and land a society or
use.28 Physically, nature drawing from Georg- an organisa-
tion, in which
es-Eugène Haussmann and Le Corbusier, cities people are
feature wide tree-lined boulevards, “efficient organised into
transportation corridors, residences in the different levels
form of tower blocks with open space ‘flowing’ of importance
between them and land uses separated into from highest to
lowest
mono functional zones.” 29 This code based
legal form and planning form spread across
Europe with variations in its enforceability and
level of abstraction.
Urbanism/Mediterranean/Roman/
Italian School
The Netherlands, Belgium, Italy, Spain,
Greece rests on the Roman tradition where it is
mixed in Scotland with common-law. Drawing
primarily from the ancient Greek and Roman
tradition but using the code-based form of autonomy
Napoleonic planning, Mediterranean planning (aw-ton-uh-
overall focuses solely on the city. The Italian mee)
school focuses mostly on how the physical the ability to
act and make
material creates structures within autonomous decisions
(aw-ton-uh-mee) systems. Form becomes without being
more than just function, and therefore with controlled by
anyone else
Multiplicity to a law or a 15
(muhl-tuh- several forms come several types of physical complicated by the federal approach to the document;
plis-i-tee) plans.30 Lalenis notes: Constitution to limit the power of structures.
the process of
a great number changing a law
This overall leads to a comprehensive code of or a document
and variety of Regulation undertakes the region zoning and codes.
something laws with a strong regional level of planning Coordina-
There is some multiplicity of related laws and regula-
Elaborate tions, but usually, there is no provision for an elaborate within the overall hierarchy. This structure, in tion (koh-
(ih-lab-uh- process to secure general public support, or attain turn, leads to higher degrees of coordination. awr-dn-ey-
reyt) very great political priority. As a result, they have been less The rigour of the regulations along with the shuh n) the
complicated effective in controlling development.31 considerable variation between regions leads act of making
and detailed; to a complex system of parts, free standing parts of some-
carefully Thus planning becomes primarily sectoral and cities, and national frameworks.35 thing, groups
prepared and localised (loh-kuh-lahyz d). The role of plan- of people, etc.
organised work together
Localised
ners becomes to monitor building permits and
coordinate across sectors. Italy is also heavily
Scandinavian/Nordic School in an efficient
(loh-kuh-la- Often seen as a sub group of Germanics and organised
influenced by the church whereas Spain has way
hyz d) to limit planning, this group contains Denmark, Swe-
something or high degrees local diversity (dih-vur-si-tee, Municipal
den, Norway, Finland, and all their colonies.
its effects to a dahy-vur-si-tee). Because of cities’ autonomy, (myoo-nis-
Legally it resembles the Germanic school sans
particular area the systems tend to be federalised or highly uh-puh l)
Diversity the ‘scientific-ation’. While it’s still has a written
fragmented (frag-muh n-tid, frag-men-tid, connected with
(dih-vur-si- constitution, its cornerstone is not the regional
frag-men-tid). The result is rooted in architec- or belonging to
tee, dahy- government but the local self-government. a town, city or
ture focused on design cityscapes and build-
vur-si-tee) a Therefore while the national government main- district that has
ing regulations.32 Overall cities have distinct
range of many tains regional authorities, they are weak com- its own local
typologies with a focus on details and the lack
people or pared to the strong local municipal adminis- government
things that are of significant overview structures. They have Imperialism
trations. Because of this, it’s legal code is more
very different a high localised power but a lack of regional (im-peer-ee-
accessible, written clearer, and more prag-
from each representation.33 uh-liz-uh m)
other matic. They engage in a planning permission
1) a system
Fragmented style in which the municipality in the developer
(frag-muh Germanic School negotiates making it “the most decentralised
in which one
country con-
n-tid, frag- This highly federalised System is in practice system in Europe.” 36 trols other
men-tid, throughout central Europe––Germany, Austria, countries, often

Other Planning Systems

frag-men- Switzerland, with the mix in eastern Europe after defeating
and Greece. In many ways, it is an extension them in a war
tid) broken 2) the act of
into small piec- of the Napoleonic Family. However, it’s much
Outside of Western Europe, the rest of the a powerful
es or parts more abstract and elaborate with clear “divi- country in-
Amendment sions of powers and responsibilities between globe has been deeply affected by their
creasing its
(Uh-mend- levels of government” 34 Defined in the writ- home-grown form of ancient planning and co- influence over
muh nt) a ten constitution requiring an amendment (uh- lonialism. Further cultural imperialism has led other countries
small change or mend-muh nt) to change. Allocation is to more traditional forms of cities being dom- through busi-
improvement ness, culture,
that is made etc
Figure I.1 Map of European Colonialism and American Imperialism
This map shows the spread of western influence across the globe. Compared to a modern day map you can figure out
the modernist planning system. (Source: http://4.bp.blogspot.com/__C-FrnvFfFk/SD_420ArzJI/AAAAAAAAAAQ/K_mnfLzYewY/S1600-R/
KISH_25_578.gif)
Coping keep places 17
(koh-ping) to inated by modernist planning (as discussed Planners today have the same roles clean, especial-
deal successful- ly by removing
above). Where a European power has previ- outlined in the modernist planning section.42 human waste
ly with some-
thing difficult
ously colonised a country, the legal, admini- The types of planning they perform are typi- Mandated
Socialism trative, and thereby planning systems of the cal of a local nature similar to Germanic and (man-deyt-
(soh-shuh- coloniser has mostly stayed in place. There is French models.43 That said, the system is ed) required
liz-uh m) a discussion of the process as we discuss each highly centralised and technical/master plan- by law
a set of polit- region’s urban planning style. Each region in ning focused on creating an ideal hole at the EU an eco-
ical and eco- post colonialism faces rapid growth and in- city level, rather than a commune or regional nomic and
nomic theories formal—slum—development. These systems, level. Historically planning has been around political organ-
based on the weakened by outside influence, have largely improving street design and efficiency. Com- isation, based
belief that in Brussels, that
everyone has
had trouble coping (koh-ping) with such sud- munists continued this planning, following
many Europe-
an equal right den growth. To a lesser extent, they have met the formulaic (fawr-myuh-ley-ik) layouts of the an countries
to a share of different forms of socialism (soh-shuh-liz-uh m) Garden City model by Ebenezer Howard while belong to
a country’s and communism (kom-yuh-niz-uh m).37 also focusing on the Radiant City as proposed
wealth and that Formulaic
by Le Corbusier. This created standardised
the govern- (fawr-myuh-
ment should Eastern Europe (stan-der-dahyz d) “…city size, the role of the
ley-ik)
own and con- Historically south Eastern Europe was city centre, and the neighbourhood unit.” The made up of
trol the main colonised by the Greeks caring on Greek laws. region is improving in that once pseudo-open fixed patterns
industries
“One remarkable aspect of Dubrovnik is that public hearings are now more legitimate in the of words or
Communism post-communist era.44 ideas
as far back as 1272, it had a well-developed
(kom-yuh- stan-
local governance statutes, which included
niz-uh m)
a political urban planning regulations. The provisions The Middle East and North Africa dardised
movement included elements specifically addressing The region has a complex history of (stan-der-
that believes matters of general welfare, health and sanita- colonialism. For example, British colonial tradi- dahyz d)
to make
in an economic tion.” 38 Later the region would be dominated tions exist in Bahrain, and French colonial tra-
system in which objects or
by communism, although historically it’s legal ditions live in Bahrain and Damascus. Colonial activities of the
the state con-
trols the means systems have ties to central Europe––Germany powers left their mark in “… architecture, city same type have
of producing and Austria––and therefore tend to be code building and municipal governments.” 45 This the same fea-
everything on based.39 During communism, planners had a can be seen in the French tradition of Hauss- tures or qual-
behalf of the ities; to make
high degree of power and autonomy. While mannian planning in North Africa. There’s also
people. It aims something
the governments mandated legal participa- been a British and Russian influence in Afghan- standard
to create a
society in which tion, it has become more legitimate and incor- istan. All of this co-exists with a long-standing
everyone is porated in constitutional provisions.40 As the history of urban planning and city building in
treated equally. region continues to develop post communism, the region (as some of the oldest cities were
Sanitation its tends to borrow power structures and best formed there).46
(san-i-tey- practices from neighbouring EU members.41
shuh n) the Regardless of the colonial power, Is-
equipment and
systems that
 Swedish st-
Corporate awk-hawlm;
(kawr-per-it, lamic law is still the legal basis. Islamic law of ments to control land ownership. Although, sin-drohm,
kawr-prit) inheritance either has the children divided up these markets do not actually exist in countries sin-druh m)
connected with land ownership or share it in joint ownership.47 under dictatorships (dik-tey-ter-ship an emotional
or dealing with John Yarwood notes, dik-tey-ter-ship) where blockages of urban attachment
“a large busi- to a captor
ness company”
renewal create market freezes. Furthermore, a
In the past, Shariah lot located against the public rec- lack of a bourgeoisie (boo r-zhwah-zee formed by a
Imports ognition of group interests other than kinship groups hostage as a
French: boor-zhwa-zee) or merchant class has
(im-pawrt, and found no concept of legal personality such as that result of con-
led to unstable capitalism (kap-i-tl-iz-uh m).54
im-pohrt) in Roman Law. According to Schacht, Islamic Law did tinuous stress,
a product or not recognise cities as such, nor did it admit corporate This has led much of planning to be focused dependence,
service that is bodies. That is the city remained a collection of villages on reformed and building new institutions, re- and a need to
brought into organised as family domains.48 structuring of municipal governments, creating cooperate for
one country survival.
building codification,55 and investing In new Dictatorship
from another During colonialism, this remains true in the public infrastructure (in-fruh-struhk-cher).56 (dik-tey-ter-
Tribal Kin- original cities whereas the European towns 57
Other types of planning include World ship, dik-tey-
ship within the settlement and adopted their own Bank sponsored planning to soft bank loans ter-ship)
(trahy-buh l; laws. Building codes and regulations of build- which help with urban upgrading–– Especially government by
kin-ship) the ing in street relationships are direct your Eu- of slums––and market-based land-use plan- a dictator
intimate rela- ropean imports (im-pawrt, im-pohrt) to the ning–– Including lands banks.58 Preservation Bourgeoi-
tions shared by region.49 Yarwood notes,
people of the
(Pri-zurv-ey-shuh n) planning historical cities sie (boo
same group, also have been taken into consideration.59 60 r-zhwah-zee
The property market allocates space to nuclear fami-
like an extend- lies or small (one or two people) households regarding All of this is guided by comprehensive plan- French:
ed family wealth, while the old city was organised by extended ning at multiple levels of governance.61 These boor-zhwa-
Enclaves family and tribal kinship or trade/profession. The above styles of planning are primarily based off of zee) 1) a
(en-kleyv, process tends to produce alienation from urban space, spatial planning and design centred around person who
ahn-kleyv) as well as loneliness, but modern city life is so mobile western thoughts and imported bureaucracies belongs to the
an area of a and fragmented the old way of living cannot work any middle class
(byoo-rok-ruh-see). They have led to places
country or longer.50 2) (politics) a
like Sharjah to focus on increasing the value person who
city where the
people have a of land and decreasing public investments.62 supports the
These were extended outside of the European
different reli- Or in Iran where cities sell off density to funds interests of:
towns to the entire city after World War II.51
gion, culture or municipal services unable to solve social plan- Infrastruc-
nationality from ning problems.63 The result is a mixed bag of ture (in-fruh-
those who live The influence of colonial powers and
the urbanism. struhk-cher)
in the country their enclaves (en-kleyv, ahn-kleyv) separate the basic
or city that from the old city 52 have created a ‘Stockholm systems and
surrounds it Traditional forms of the Islamic cities
syndrome’ (stok-hohm, stok-hohlm, Swedish services that
‘Stockholm are characterised by autonomous neighbour-
stawk-hawlm; sin-drohm, sin-druh m) of west- are necessary
syndrome’ hoods, Mosque-Madrassa complexes, a sep- for a country or
ern cultural imperialism.53 This is a result of the
(stok-hohm, aration of residential and commercial spaces, an organization
introduction of property markets for govern- to run smooth-
stok-hohlm
ly, for example
buildings,
transport and
cars to have 19
control over
water and pow- a hierarchy of streets, fenced in open spac- programs include defining plots, conveying the built envi-
er supplies es, and buildings typically no higher than six to land owners, and creating better access to ronment
Preservaton stories.64 There’s also a semi private transitional public infrastructure. All this is done while also
(Pri-zurv-ey- space within cities 65 and bazaars which are trying to maintain traditional privacy struc-
shuh n) the included in the landscape but not planned.66 tures.76
act of keeping 67
All of this existed within the walled environ-
something
in its original
ment.68 Outside of this, Europeans built their Sub Sahara Africa
state or in own towns. They brought broader streets, While Africa has a long history of colo-
good condition increased lot sizes,69 property markets, plot nisation, it was systematically divided up is it at Segregate
Bureacra- boundary definitions development regula- the Berlin conference between 1884 to 1885.77 (seg-ri-geyt)
cies (byoo- tions, rights-of-way,70 and a shift from tradi- Overtime colonial planners were inspired by to separate
rok-ruh-see) tional architecture with an internal courtyard Ebenezer Howard’s Garden City, altogether people of dif-
the system of to modernist high-rises.71 This also meant a ferent races, re-
official rules ignoring the first African city.78 Later African ligions or sexes
shift from traditional building materials of mud planning would be influenced by UN-Habitat
and ways of and treat them
doing things and stone to that of cement, plywood, glass, reports and strategies, World Bank reports in a different
that a govern- and aluminium not suited for the climate.72 and strategies, as well as legal documents on way
ment or an With these shifts have also come rural to planning that are direct copies of colonial pow- Indigenout
organization urban migration (mahy-grey-shuh n), unem- ers’ laws (in difficult language).79 The original (in-dij-uh-
has, especially
ployment, inadequate housing, congestion, colonial powers often made laws to segregate nuh s) be-
when these
seem to be too issues of water scarcity (skair-si-tee),73 and (seg-ri-geyt) the European population from the longing to a
complicated slums. Slums, in particular, have shops within indigenous (in-dij-uh-nuh s) population. De particular place
Migration walking distance and maintain their traditional jure (di joo r-ee, dey joo r-ey, Latin: de yoo-
rather than
coming to it
(mahy-grey- compact development around courtyards. The re) racial segregation did not exist in the West from some-
shuh n) the biggest changes are centred around a loss of Africa, but it was de facto (dee fak-toh, dey where else
movement of privacy and a shift towards car-centric (kahr- fak-toh). De jure racial segregation did exist
large numbers de jure (di
sen-trik) development. With this comes the
of people, in some form in east, central, and south Africa joo r-ee, dey
disappearance of interior courtyard houses
birds or animals (see table I.1).80 In fact, most laws are still on joo r-ey, Lat-
and communal settlements.74 Because of this,
from one place the statute books today. More often than not in: de yoo-
to another in addition to the modernist playing roles they they annoy developers and the press support re) according
Scarcity provide, planners in the Middle East must find with no social benefit. To a large extent, Af- to the law
(skair-si-tee) a constructive way to increase growth to pre- rican planners determines the legality or for- de facto
there is not serve historic nature of Islamic cities.75 Planners
enough of it mality of the structure i.e. whether or not it is a (dee fak-toh,
have to balance the pressure of modernism slum. This is often complicated as land own- dey fak-toh)
and it is diffi-
cult to obtain it with traditional planning. This comes from not ership remains unresolved in many places and in a way that
Car-centric copying but rather understanding the home there becomes an increased scope of planning
exists as a fact
countries identity ends value systems more- although it may
(kahr-sen- problems. Each operating government agency not be legally
trik) Develop- over. Managing and planning urban upgrade staking a claim to this unresolved land negates accepted
ment focused
on allowing
 any active operation.81 Moreover, material stan-
Ordinances
dards, building standards in land tenure con-
(awr-dn-uh
trolled by zoning ordinances (awr-dn-uh ns)
ns) an or-
in master plans do not extend to housing until der or a rule
after Independence.82 All this is increased in made by a
confusion when you attempt to add social and government or
economic planning motivations.83 Uncertainty somebody in
a position of
in sovereignty (sov-rin-tee, suhv-rin-tee) does
authority
not help the problem.
Sovereignty
In ancient Africa, civilisations like the (sov-rin-tee,
Ashanti, Yoruba, Hausa, and Ganda had suhv-rin-tee)
the state of
towns where all roads radiated out from the being a country
rulers’ home. Family heads needed planning with freedom
decisions that were approved by chiefs who to govern itself
worked under the king. This was changed by
the application of land tenure systems in the
removing of communal ownership by colonial
powers that created rewards sources for colo-
nists.84 Mostly it was ruling- and middle-class
Informal
people involved in colonialism. Colonists used
(in-fawr-muh
Health laws to segregate residential areas
l) relaxed and
and land laws change for segregation else- friendly; not
where. However, urban dwellers employed following strict
many Africans and needed them close by in rules of how to
housing which only differed in quality. Addi- behave or do
tionally, colonists typically forbade and ignored something
the informal (in-fawr-muh l) sector, and thus Techno-
marketplaces became a place of human and cratic (tek-
race or racial mixing. But above all, the largest nuh-krat-ik)
Table I.1 Table of Different Racial Segragation Laws in having or
Sub-Sahara Africa part of colonialism was to turn natives into for-
showing expert
This is a brief list of laws enacted in Sub-Sahara Africa. Note eigners in their own nation and to make them knowledge in
that South Africa was the most enforceful, culminating in the dependent on colonial land.85 Planning in post science, engi-
Apartheid. These de jure solutions were often based on faulty colonial societies is still a technocratic (tek- neering, etc.
nuh-krat-ik) rule reserved for experts limiting and having a
health studies. lot of power in
(Source: Coquery-Vidrovitch, “From Residential Segregation To African Community decision-making.86 This process
politics and/or
Urban Centres…”.) creates bad laws and not enough capacity industry
Capacity 21
(kuh-pas-i- (kuh-pas-i-tee) to create or manage them. they enforced were based on urban models
tee) the abil- Today’s governments are ineffectual because developed in Europe. This often leads to sell-
ity to under- they are competitive and uncoordinated. ing low-density for Europeans, middle density
stand or to do Furthermore, Government is complicated by
something for African civil servants, and high density for
shifts between authoritarian (uh-thawr-i-tair-
Authoritari- everyone else.90 The latter was not even be-
ee-uh n, uh-thor-i-tair-ee-uh n) and democratic
an (uh-thawr- ing considered until after World War II, often
rule.88 African countries often become depen- in the form of planning entire townships to
i-tair-ee-uh
dent upon international agencies or donors to house nonwhites with direct communication
n, uh-thor-i-
fund reforms. These changes take a long time
tair-ee-uh n) lines and highways with buses that connected
a person who as there are uncertainties of what department them to their employers. In planning out non-
believes that house should accommodate planning, of risk whites in African cities, whites created spaces
people should and cost assessments that need to be done, to build an entirely new area of the town for
obey authority of which States need to prove self-worth for
and rules, even upper-class high-rises and modern political,
application, and of which states must prove business centres.91 This physical, spatial, mas-
when these
are unfair or the legitimacy of the planning decision to have ter, and strategic planning 92 created resi-
even when this it be legally binding. Moreover, often what is dential segregation, little to no new housing
means the loss tied to donors objectives as best practices in for natives, gated communities for colonists,
of personal reforms does not match the actual process that
freedom dysfunctional housing, the ghettoisation (get- Ghettoisas-
exists in the country of implementation. Usu- oh-i-zey-shuh n) in creation of shantytowns tion (get-oh-
ally, these donations are used with antiquated near places of employment for the indigenous, i-zey-shuh n)
Deter (in- laws and enforced by technocrats for evictions, deficient public transit, White communities on the process of
fawr-muh and slum clearance, especially in low-income Highlands or Hills,93 and inaccessible/unread- turning into
l) to make countries debt lack of skilled middle-class for able laws.94 Social planning and environmental “an area of
somebody de- participation in plans is minimised or legislated a city where
cide not to do
planning are not afforded by these countries many people of
out.89 as they deal with bribery or payment to obtain
something or the same race
continue doing planning permission and other types of cor- or background
something, Planning in ancient Africa constitut- ruption through government officials threat- live, separately
especially by ed building roads, building markets, making ening developers with development control.95 from the rest
making them drainage clearance, and waste disposal which of the popula-
understand
African cities characteristically have forbidden/ tion.”
was done individually by the family. These unforbidden places, overcrowded urban cores,
the difficulties
and unpleasant ancient cities erected walls to define, deter formal/informal businesses,96 and very few cur-
results of their (dih-tur) growth, and defend the city. They rent plans to fix unrealistic, wishful, and unpre-
actions had radial patterns we’re all roads lead to King dictable development.97
Agrarian or rulers Home. There was a central market-
(uh-grair- place and altogether space was maximised in
ee-uh n) otherwise agrarian (uh-grair-ee-uh n) cities. South East Asia and The Far East
connected with
Colonialism brought a very different kind of While the area has been influenced
farming and by ancient civilisations such as China and the
the use of land planning. The zoning and building regulations
for farming
 Laissez-faire
Indus Valley, much of the recent development was centralised and rigid until the Song Dy- (les-ey-fair,
has been shaped by centuries of colonialism. nasty.103 104 The first Cambodian kingdom was French: le-
British colonialism changed physical struc- influenced by Indian culture. However, this sey-fer) not
trying to con-
tures, institutions, and education. Even Amer- monarchy faced centuries of war between
trol somebody
icans influenced development, like Daniel H. Thailand and Vietnam which ended during and allowing
Burnham’s plan for Manila in the city beautiful the French protection of Cambodia in 1864.105 them to do
style.98 Only Thailand escapes colonial in- Colonialism in Asia was always about trade, what they want
fluence and thus developed independently. not settling.106 This type of planning was meant Eurocentric
Much like in Africa, in Asia natives were actu- for slow-growing cities, unlike the ones today. (yoo r-uh-
ally legislated out of their land. For instance, The styles of planning differed based on the sen-trik, yur-
Tenure in the Spanish Philippines, new lands tenure colonial power. For example, the French kept uh-sen-trik)
considering
(ten-yer) the (ten-yer) agreements made natives landless on Indochina mostly in Vietnam and Cambodia
Europe and
period of time their family property. Also in Korea Japanese where they rebuild cities to match European Europeans as
when some- settlers reformed land tenure for their own designs. The British colonies practised a more focal to world
body holds an
important job,
ownership.99 While most legislation and reg- laissez-faire (les-ey-fair, French: le-sey-fer) culture, history,
ulations were directly imported from Europe, attitude up until populations began to rise and economics, etc.
especially a po-
litical one; the Japan’s weak land tenure system and planning they enacted a development planning system USSR the for-
mer) Union of
act of holding powers made Western planning concepts in 1947.107 The French and British created a Soviet Socialist
an important unusable. Regardless, these Homeland frame- highly radicalised Spaces. This is much differ-
job Republics
works and institutions were put in by the host ent from the Dutch colonies where architect Transitional
often using zoning to justify racial segregation H Thomas Karsten tried to integrate Western Economies
in residential communities. There has been and traditional forms in Indonesia but was still (tran-zish-uh
little change in this legislation since post colo- mostly Eurocentric (yoo r-uh-sen-trik, yur-uh- n, tran-sish-
nialism.100 For example, Indonesia still uses the sen-trik).108 Most communist countries aspire uh n; ih-kon-
Corruption
Town Planning Ordinance of 1938, and many to be like the USSR borrowing institutional uh-mee z)
(kuh-ruhp-
former British colonies still rely on the British frameworks and starting there. The end of an economy
shuh n) that is shift-
1) dishonest or
Town and Country Planning Act of 1947. Fur- colonialism brought shaky democracies or
ing over from
illegal be- thermore, today in some nations the legisla- communism to the region. However, the rise communism or
haviour, espe- tion is not written clearly often causing confu- of globalisation has forced states to liberalise socialism into
cially of people sion and uncertainty and levels of government. their economies.109 Transition economies capitalism
in authority This confusion and associated corruption (tran-zish-uh n, tran-sish-uh n; ih-kon-uh-mee Clientelism
2) the act
(kuh-ruhp-shuh n) are common obstacles to z) often limit civil rights and liberties trends (klahy-uh
or effect of
making some- law enforcement.101 This, in turn, puts further towards deregulation is also often garrotted by n-tel-iz-uh
body change strains on administration as little change in highly fragmented governments. Clientelism m, klee-ahn-
from moral legislation maintains outdated practices.102 (klahy-uh n-tel-iz-uh m, klee-ahn-tel-iz-uh m) is tel-iz-uh m)
to immoral also a problem, but also the only way low-in- Only listening
standards of or serving the
behaviour
Historically urban planning in China come people can access the state.110 Further-
people who
serve you
or personal 23
customers or lonialism brought new kinds of planning. First
friends more, decentralisation has caused problems Commod-
in the capacity of local governments to cope, colonists introduced private property markets ified (kuh-
inability to collect revenue, finances that do a commodified (kuh-mod-uh-fahy d) land. The mod-uh-fahy
not match services, weak and disorganised Spanish in the Philippines created a colonial d) When
states, failure to offer participation, and lack grid layout made up of squares, walls, and a something is
of awareness or understanding in the planning mission church. The French design introduced treated like “a
process. Often times planning is reserved for a grid to serve commerce (kom-ers), wide product or a
raw material
international design competitions or private boulevards, residential segregation into quar-
that can be
sector corporations with Western lenses.111 ters, and white residential villas. Mostly these bought and
These processes often do not include citizen new design systems were laid over existing sold”
participation. Few countries offer a full involve- forms.118 Later Americans came with axial Commerce
ment in the planning process.112 Overall a lack orientations, scenic vistas, and the neighbour- (kom-ers)
hood unit.119 In Indonesia, a decentralised gov- trade, espe-
of participation, inter-department networking, cially between
and organisational collaboration has led to an ernment allowed them to plan and develop
Cosmic territory independently. This was guided un-
countries;
ineffective implementation of decentralisa- the buying
(koz-mik) der Karsten who integrated colonial planning and selling
connected tion.113
with native practices. Japan used its own form of goods and
with the whole
of planning to build a major infrastructure in services
universe Planning in ancient China focused on
unifying heaven and earth to proper align- Korea while colonising. Towards the end of the
Mobility colonial era in Asia, the US Army expanded
(moh-bil- ment. Such alignment with cosmic (koz-mik)
forces would plan peace.114 This took the support during World War II.120 Post colonial-
i-tee) the ism in the introduction of communism would Capitalism
shape of a grid with streets crossing at right
ability to move
bring its own challenges to Asia. (kap-i-tl-iz-
easily from one angles, six avenues, enclosed in the wall, and
uh m)
place, social otherwise similar to what Europeans intro- an economic
class, or job to duced.115 116 Such layouts allow for easy mo- For some nations an exit out of colo-
system in which
another nialism brought an entrance into communism.
bility (moh-bil-i-tee) of people and goods but a country’s
compart- mostly allowed for social control. In the Indus Communist urban planning basically took the businesses and
mental- Valley, in Pakistan, towns were compartmen- form of government economic projects in the industry are
ised (kuh talised (kuh m-pahrt-men-tl-ahyz, kom-pahrt- form of infrastructure and technical planning. controlled and
run for profit
m-pahrt- men-tl-ahyz) with different spaces serving With this shift of capitalism (kap-i-tl-iz-uh m)
by private own
men-tl-ahyz, different land uses. These cities included came the transition to development and spa- ers rather than
kom-pahrt- sophisticated spatial Cover drainage systems tial plans.122 123 However, as communist coun- by the govern-
men-tl-ahyz) and wide paved streets.117 Ancient Cambodia tries began to decentralise they met the same ment
to divide some- fate as the countries in Asia who decolonised
thing into sepa-
featured cities with achievements in sculp- Prescriptive
ture, gates at the cardinal directions, a King’s earlier. This error was marked by a lack of ca- (pri-skrip-tiv)
rate sections,
especially so residence, temples, an irrigation system, and pacity in coordination, where an action is only telling people
that one thing a canal system all enclosed in city walls. Co- taken when problems become too worse to be what should be
does not affect ignored. Planning was prescriptive (pri-skrip- done
the other
Proactive
(proh-ak-tiv) tiv) rather than proactive (proh-ak-tiv). All of over, planners face problems in trying to coor- Resources
controlling a this is a side effect of corruption without de- dinate and build capacity while also consider- (ree-sawrs,
situation by fective mechanisms. Also, the region began ing the economic, social, and environmental ree-sohrs,
making things to rapidly industrialise. The introduction of aspects. This has been made somewhat easier ree-zawrs,
happen rather
than waiting special economic zones (SEZ), non-processing as Asian countries have embraced ecological ree-zohrs,
for things to areas (NPA), and export (ek-spawrt, ek-spohrt) planning models, but the results are uneven.126 ri-sawrs,
happen and processing zones (EPZ) can be found through- There are similar trends also exist in the Pacific. ri-sohrs,
then reacting out. These problems are even true in Thailand, ri-zawrs, ri-
to them where there was no colonial influence, but The Pacific zohrs)
Export nonetheless, faces industrial encroachments on 1) a supply of
(ek-spawrt, The Pacific region faces many of the something that
agricultural lands. Nowadays, States are invest- same challenges and opportunities as South
ek-spohrt) ing in national frameworks for improved coor-
a country, an
1) to sell and East Asia and the far east. Colonialism and organisation or
send goods
dination and integration. They are also looking post colonialism is one of the largest issues. a person has
to another at city development strategies, poverty re- Japanese and American imperialism had a and can use,
country duction, slum upgrades, and action planning. especially to
substantial influence on the Pacific region.127 increase their
2) to introduce Planners today use GIS (Geographic Informa-
an idea or ac-
128
For example, Micronesia uses the Ameri- wealth
tion Systems) as well as remote monitoring (as can municipal model. Melanesia, on the other 2) something
tivity to anoth-
er country or
mandated in China for cities with master plans hand, uses the British municipal model. Poly- that can be
area and significant national level cities). The pri- nesia, like most of the Pacific, lacks any type used to help
vate sector is increasingly becoming involved achieve an aim,
Privitisation of urban design or civil structure. Throughout
in designing community infrastructure in transit especially a
(prahy-vuh- colonialism, towns in the Pacific we’re typical- book, equip-
tahyz-ey- projects; however, it tends to be highly fo- ly administrative centres occupied mostly by ment, etc.
shuh n) the cused on consumer economics that maximises white men. To some degree, there was a trans- that provides
act of selling a profits. This follows a similar trend in the priva- formation of the villages into towns through information for
business or an tisation (prahy-vuh-tahyz-ey-shuh n) of ser- western planning. In larger Pacific cities, plan-
teachers and
industry so that vices and economist planning without collabo- students
it is no longer ning laws just served as racial segregation. 3) personal
owned by the
ration (kuh-lab-uh-rey-shuh n).124 While master During World War II the US Army expanded qualities such
government planning has its faults, alternatives have been infrastructure on Pacific Islands. Nonetheless, as courage and
Collabora- used amongst planners. This includes proj- they still remain a lack of planning in the Pacif- imagination
ect-based planning as well as strategic spatial that help you
tive (kuh- ic, and rural villages maintain their traditional deal with diffi-
lab-uh-rey- planning and participatory planning. For ex- lifestyles and grow organically. Where there is cult situations
shuh n) the ample, India has made measures to increased planning, specific cities exclude natives. More-
act of working citizens participation; however, it is limited as over, Pacific management is in conflict with
with anoth- central government tries to decentralise and Western local government concepts. Today
er person or manage limited resources (ree-sawrs, ree- when Pacific municipalities look for panning
group of peo- sohrs, ree-zawrs, ree-zohrs, ri-sawrs, ri-sohrs, they often hire foreign experts to draft plans
ple to create
or produce
ri-zawrs, ri-zohrs).125 Moreover, planners face and legislation.129 Otherwise, they followed the
something
 25
legislation still in place from colonial time.
130
in Bolivia and Brazil.
138
Tlatelolco
(Tlat-tee-
Latin America and the Caribbean Urban planning begins with ancient loll-ko) and
Latin America, stretching from Mexi- civilisations of Mexico in the Andes. Power was Tenochtitlan
co to the north to Argentina and Chile to the enforced in battle by the Aztecs, as displayed (Ten-ohsh-
south, and the Caribbean have a rich history when Tlatelolco (Tlat-tee-loll-ko) was defeat- teet-lahn)
of urbanisation. The Mayans, Aztecs, and Incas ed and annexed by Tenochtitlan (Ten-ohsh- Ancient Aztec

Accumu- all formed vibrant urban civilisations based teet-lahn) in 1473. The Aztecs were primarily cities that co-
existed in Lake
lated (uh- on complex transport networks accumulated governed by independent city states who Texaco until
kyoo-myuh- (uh-kyoo-myuh-ley-ted) by warfare.131 Later paid tribute to the Central Powers. The Az- a war broke
ley-ted) to these areas would be colonised by the Span- tecs dominant form of planning included lake out in which
stretching, canal building, and shifting toward the people of
gradually get ish, Portuguese, and to a lesser extent the
settlements all around agricultural production Tlatelolco were
more and more Dutch, French, and British. These colonial taken over by
of something and transportation (Figure I.2). Their cities
over a period
powers brought over their legal systems or the people of
create a new ordinance, like the 1573 Law of were focused on ecological fragility, resource Tenochtitlan
of time
the Indies––148 code for planning guidelines stewardship (stoo-erd-ship), and integrated Stewardship
Neoliberal
with mandated architectural consistencies water management. Their cities included roof- (stoo-erd-
(nee-oh-lib- top gardens, landscaped Street, in sophisticat-
established by the Spanish. Many of these laws ship) the act
er-uh l, nee- ed transport and communication infrastructure. of taking care
oh-lib-ruh l) have only recently begun to be changed.132 In
Further to the south, Mayans built administra- of or managing
relating to a this period the French Haussmann style would something, for
type of lib- have a significant influence on Latin American tive cities to connect specialised, regional set-
example prop-
eralism that public and governing structure.133 Later, the tlements through their transportation network. erty, an organi-
believes in a
region would face the imperial power of the Mayan cities were places of consumption, zation, money
global free manufacture, and communication. Their cities or valuable
market, without United States.134 Post colonialism would usher
were characterised by unified lunar account, objects
government in attempts to follow American democratic sys-
regulation, with tems with councils of experts.135 To the greater raised fields, and densely populated residen- Informal
businesses and extent, this era also brought in international tial (rez-i-den-shuh l) edges. Further south still, (rez-i-den-
industry con-
lending agencies which mandate neoliberal along the Andean mountain range, Incas slow- shuh l) suit-
trolled and run ly absorbed Andean Tribes through aggressive able for living
for profit by (nee-oh-lib-er-uh l, nee-oh-lib-ruh l) reforms
thereby slashing much needed social services warfare and religious tactics. Cuzco had always in; consisting of
private owners houses rather
and creating dependency chains.136 Clara been their central city state or seat of power
Hinder (hin- and Incas legitimised their rule through super- than factories
der) to make Irazábal notes, “outdated or inappropriate or offices
legislative codes and overly-bureaucratic reg- natural origins, i.e. divine rights. Incan plan-
it difficult for
somebody ulatory processes hinder effective plan imple- ning consisted of dividing up Cuzco into ad-
to do some- mentation.” 137 However, there is a movement ministrative districts. Incan cities were carved
thing or for
in legislation towards participatory structures out of steep altitudes consisting of temples,
something to administrative palaces, City districts, and shock
happen at national to local levels, which already exists
 absorbing architecture. Thinking and planning
primarily consisted of road building and other
public projects.139 This would all go on relative-
ly independently until the peak of colonialism.
Viceroyal-
ties (vahys- Colonialism started in the region with
roi-uh l-tee, the Spanish who found two viceroyalties (va-
vahys-roi-uh hys-roi-uh l-tee, vahys-roi-uh l-tee) in Mexico
l-tee) the dig- and in Lima. These became the central organ-
nity, office, or ising seats for urbanisation and an internal
period of office economic management. The Spanish used the
of a viceroy
centralised government to focus on streamlin-
Nodes ing trade nodes (nohd s). The Spanish mod-
(nohd s) a el their cities on other Europeans centres in
point at which
printing a gridded street layout over the ruins
two lines or
systems meet of former indigenous centres. In each, there
or cross would be a central plaza surrounded by admin-
istrative buildings. This brought a world urban
migration because they traded gateways.
The Spanish federal government focused on
metropolitan development around seats of
power thereby leaving elsewhere unchanged
and underdeveloped. Elsewhere the Spanish
focused on mining and manufacturing.140 The
Spanish removed all former ties to ancient ci-
vilisations and powers.141 Around this time the
Portuguese also started colonising the coast of
present-day Brazil. The Portuguese colonised
Hegemonic for purely commercial development and set-
((hej-uh- tlement was never thought of. What did settle
mon-ik) was a small group of hegemonic (hej-uh-mon-
showing
ik) elites, enslaved poor, and migrant urban Table I.2 Map of Tenochtitlan
control by
one country, population unevenly concentrated in the south The above map shows the plan view of Tenochtitlan at 1521.
organization, and south-east of Brazil? The Portuguese Note the complex grid of canals, the administrative urban
etc. over other initially lacked any type of planning, but later core, and the residential inner city ring.
countries, etc. adapted Spanish layouts in favouring natural (Source: http://www.mexicolore.co.uk/images-aus/aus_91_01_2.jpg)
within a partic-
growth. Portuguese development character-
ular group
 Import 27
Substitution
istically consisted of large sugar plantations support.147 This included planning: econom-
(im-pawrt,
and cattle ranches with urban coastal primacy. ics into production infrastructure to provide
im-pohrt;
Following the Spanish example, cities began for import substitution (im-pawrt, im-pohrt;
suhb-sti-
to contain praças, city squares, used for arts, suhb-sti-too-shuh n, suhb-sti-tyoot-shuh n);
too-shuh
culture, demonstrations, and celebrations.142 shifts between nationalising and privatising
n, suhb-sti-
Later following the French Haussmann style, public services at various government levels;
tyoot-shuh
cities would involve tree lined thoroughfares, and changes in international agencies devel-
n) the process
public institutions, in slum clearance.143 144 Also opmental strategies towards basic needs, bet- of creating
following this style came to the systematisation ter allocation, and participation. Nations at this what you might
of governing structure and expanding the city time faced political instability, fragile democra- have imported
beyond its limits. Both the Spanish and Por- cies, and new political elitism (ih-lee-tiz-uh m, in your own
tuguese divided space into functional zones, ey-lee-uh m). Cities at this period faced poor country
Elitism (ih-
much like the Incas had done hundreds of sanitation, Poor living conditions, overcrowd-
lee-tiz-uh m,
years ago.145 The demise of this type of co- ing, squatter settlements, and highway depen-
ey-lee-uh m)
lonialism would usher in a new era of shifting dent exurbs (ek-serb, eg-zerb). The fragmen- a way of organ-
democracies and the American imperialism. tary nature and disorganisation of planning ising a system,
agencies led to poorly defined functions, a society, etc.
The fall of European colonialism and lack of coordination, and the misuse of scarce so that only a
Monroe the rise of the Monroe Doctrine (muh n-roh; resources. Weak political accountability leads few people (=
Doctrine dok-trin) in the area brought in in a new type to master planning in which city is expand- an elite ) have
power or influ-
(muh n-roh; of political, economic imperialism led by the ed but public expenditures (ik-spen-di-cher) ence
dok-trin) a United States. Planners, as well as other gov- and social services were cut. Planners during Exurb (ek-
part of US for- ernment officials, typically were educated in this time assisted in the privatisation of public serb, eg-
eign policy that
states that the
the US or Europe. They created bureaucracies institutions and infrastructure by neoliberal zerb) a small,
US will act to in which the planner as expert perpetrated best practices. Also around this period, leftist usually [rich],
protect its own the old colonial models. However for the most governments were prioritising social develop- community sit-
interests in N uated beyond
part planning in the post colonial era consisted ment and not economics. Their focus was to the suburbs of
and S America on focusing on economics creating non-pro- help locals deal with horrible living conditions a city.
cessing areas, special economic zones, and ex- through financial aid. This could take the form Expen-
port processing zones. Spatial planning during of an Urban Development Corporation to man- ditures
was not integrated within the government silo age building infrastructure––a common oc- (k-spen-di-
styles structures.146 Where it was integrated, currence in the Caribbean.148 Since the 1980s, cher)
passed colonial links along with intellectual present-day Latin America and the Caribbean 1) the act of
exchange transferred Eurocentric concepts has been an effort to balance neoliberalism, spending or
using money;
of planning––Rio de Janeiro modelled after socialism, and independence. an amount of
Paris. At this time planning was more focused money spent
on physical infrastructure as opposed to social Present-day Latin America is a very 2) the use of
energy, time,
materials, etc.
Guerilla bangk-ruh
(guh-ril-uh) complicated place. For example, places like and spatial planning have been mostly used p-see) the
a member of a state of be-
small group of Columbia shifts between government, guerril- for slum upgrading, the alternative types have ing without
soldiers who las (guh-ril-uh), and paramilitary (par-uh-mil- been used to redefine what is planned and enough money
are not part i-ter-ee) causes the lack of capacity to coordi- unplanned or informal and formal. These have to pay what
of an official nate any type of planning. The main cities are assisted in educating governments on the you owe
army and who
still looking for ‘Starchitects’ who continued to benefits of cross sectoral integration. Many Institu-
fight against
spread Western ideas in project based work. governments are working to institutionalise tionalise
official soldiers,
International agencies often becomes a fund- (in-sti-too-shuh-nl-ahyz, in-sti-tyoo-shuh-nl- (in-sti-too-
usually to try
to change the ing source for projects on a credit (kred-it) or ahyz) participation at national and local lev- shuh-nl-ahyz,
government loan based on company dictated outcomes. els.152 Some leftist governments use dialogues, in-sti-tyoo-
Paramilitary shuh-nl-ahyz)
Moreover informal settlements––Slums––have collective decision-making, and resource allo-
(par-uh-mil- to make some-
also increased, often left to their own devices cation to improve voice in the process through thing become
i-ter-ee) an
illegal group out urban jurisdictions. Despite all of this there local councils or with elected officials.153 part of an
that is organ- have been shifts recently towards community organised sys-
ised like an run planning.149 Fueled by 1980s economic Master planning still persists uneven- tem, society or
army crisises and frustration with bureaucratic clien- ly.154 155
And while there is a shift from tech- culture, so that
Credit telism, recent anger over neoliberal agendas nocratic planning to participate or a plan, the
it is considered
(kred-it) normal
1) an arrange-
have led to a counter surge in leftist politics. results are a mixed bag. Social divides, drug Culmnate
ment that you Communication technologies and media have related violence, loss of manufacturing jobs, (kuhl-muh-
make, with a led to a dramatic increase in participatory lack of educational opportunities, and informal neyt) to end
shop/store for planning. However, communities become or exurban settlements that strange city and with a partic-
example, to tools, pitted against each other rather than regional services, resources, and infrastructure ular result, or
pay later for at a particular
organising at neighbourhood levels to enact all culminate (kuhl-muh-neyt) in a system that’s
something you point
buy and coordinate change. The politics of plan- hard to manage. While planners are increasing Polarisation
2) money that ning where party favours are given rather than services in performing slum upgrades, facilitat- (poh-ler-uh-
you borrow technical expertise or communication inputs ing participatory planning, and expanding ac- zey-shuh
from a bank; a have created weak systems.150 This creates a cess opportunities, they are nonetheless often
loan n) the act of
need to be aided by increasing “political will, creating strategies that align with international separating or
Derregula-
technical expertise and adequate data.” 151 aid agencies limiting overall performance. making people
tion (dee-
Economic planning and neoliberal deregula- Cuba, although, has found solutions like histor- separate into
reg-yuh-leyt) two groups
the process of
tion (dee-reg-yuh-leyt) are still used to keep ical property tax incentives that increase tour-
with complete-
making a trade, countries out of bankruptcy (bangk-ruhpt-see, ism and revenue. Nonetheless, socio-spatial ly opposite
business ac- bangk-ruh p-see); however, alternative plans polarisation (poh-ler-uh-zey-shuh n) is deeply Entrenched
tivity, etc. free consist of strategic planning, participatory entrenched (en-trench d) in many societies. (en-trench
from rules and planning, land use or transportation integra- While communal councils, participatory bud-
controls
d) to establish
Bankruptcy tion, and historic preservation to assist in urban geting, and municipal planning agencies try something very
renewal developments. While master planning to close planning gaps, neoliberal economic firmly so that it
(bangk- is very difficult
ruhpt-see, to change
 Discourse 29
(dis-kawrs,
plans are still shifting resources away from so- (dis-kawrs, dis-kohrs, dis-kawrs, dis-kohrs),
dis-kohrs,
cial infrastructure. they do offer valuable guides into the type of
dis-kawrs,
planning presented here. Furthermore, regard-
dis-kohrs)
Final Thoughts less of the planning typology, all young people
need the same basic things. A brief review fol-
1) a long and
serious treat-
lows that considers what young people need ment or discus-
Much is still left to be done in post colonial sion of a sub-
from the city and how cities can sometimes be
regions. All planning agencies can do better ject in speech
toxic places for youths.
through using communicative planning pro- or writing
cesses that connect key stakeholders. Ber- 2) the use of

Stakeholder risford suggests the following stakeholders

(steyk-hohl-der) to consider:
Cities for Young People language in
speech and
(steyk-hohl- writing in order
der) a person The study of youth has largely been to produce
- Infrastructure engineers
or company meaning;
- Local government financial officers overlooked as a topic of interest.159 Whether language that
that is involved - Developers and their professional service providers
in a particular
from neoliberal interventions at the national is studied,
such as lawyers, planners, and architects economic level 160 or simply to the psycholog-
organization, usually in order
- Low-income residents of informal settlements
project, system, - Property owners (…) ical (sahy-kuh-loj-i-kuh l) understandings of to see how the
etc., especially children,161 young people in the post-modern different parts
- Officials in other departments responsible for sectors
because they of a text are
such as mining, agriculture, environmental manage- world have been neglected and widely mis- connected
have invested ment, housing and water and, of course
money in it
understood or misrepresented. In this new Psycholog-
- Planning officials 157 era where children seem to be re-entering our ical (sahy-
minds as a serious research interest, issues of kuh-loj-i-kuh
Furthermore, to be better decision-makers, equity (ek-wi-tee),163 164 165 166 167 inclusion,168
Berriford quotes UN habitat in that those in l) connected
169
and engagement 170 are to be considered with a person’s
power should aim at: when it comes to ensuring young people have mind and the
I. Providing a good living environment for all…; a voice in the decision-making process.171 way in which it
works
II. Providing a safe, healthy, usable, serviceable, pleasant When children are involved key policies, prac-
and easily maintained environment for all…land users. tices, and places can be identified as working Equity (ek-
Aspirational In addition it is aimed at preventing [environmental] wi-tee) a sit-
for children and not working for children.
(as-puh- disturbance… uation in which
rey-shuh- III. Ensuring that any conflicting requirements of differ- everyone is
nl) wanting ent lands uses are reconciled… and Why Study Young People? treated equally
very much to IV. Providing orderly and progressive development of
achieve success land in urban areas and preserve amenities on that land
as well as promoting environmental control and socio- Young people have a fundamental role
in your career
or to improve economic development. 158 to play in land use and planning because their
your social needs benefit all people. However, their level
status and stan- While the above only adds to aspirational of study has significantly differed over the past
dard of living century. Children’s relationships with the urban
(as-puh-rey-shuh-nl) dialogues and discourse
 environment have always deserved attention,
but lack study due to focus on the needs
of elderly, immigrants, and, as Gleeson and
Sipe note, “Social groups that from the 1960s
sought liberation from older repressive mor-
al and institutional orders….” 172 Interest in
young people emerged during the industrial
revolution as vulnerable masses were seen in
conflict with modernising cities and capital-
ism.173 This need to protect children would
continue into the 20th century.
As populations of youth increased with
capitalism and child labour in addition to the
baby boom era, the sheer bulk of youth made
them focal points; however, the study was
increasingly from the adults assuming and
Prescribing prescribing (pri-skrahyb-ing) the issues young
(pri-skra- people faced.174 Initially, in the first half of the
hyb-ing) 20th century, young people were observed
to say what regarding their play environments and pre-
should be done
scribed by professionals what would be best
or how some-
thing should be for them. Later, in the 1970s, young people
done were studied regarding what they thought
about their urban environments and how they
Perceive responded to changes. While this was a rev-
(in-fawr-muh olutionary approach, the late 70s saw a fail-
l) to notice or ure in research to see the differences in how
become aware children and adults perceive (per-seev) their
of something environments. These types of research fell to
Sponta- the wayside and children’s health took prece-
neous dence in the 1990s. The increase of house size
(spon-tey- compared to the shrinking of yard space saw
nee-uh s) not a correlation in the rise of childhood obesity
planned but as children lost valuable, accessible space for
done because spontaneous (spon-tey-nee-uh s) activity. Fur-
you suddenly thermore, neoliberal refocusing on economic
want to do it
issues as opposed to social issues in addition
to ageing populations and family planning
decreased interests in youth affairs.175 It is only
now those previous notions of engagement
with children for how they view their environ-
ment have resurfaced.176
Currently, the interests of children have
just recently come back into public policy as
young people increasingly develop a political
voice. The UN CRC in 1992 set out three key
articles that directly apply to children. These
begin with the Second Article which states all
children share the same rights as their adult
counterparts without discrimination. Next, the
Third Article says that primary consideration
should be granted to the best interest of chil-
dren when concerning young people. Finally,
the Twelfth Article states that “young people
have the right to express their views…in all
matters that affect them”.177 It becomes criti-
cal that we abide by these articles to include
young people in our decision-making process.
Urban Planners, Policy Makers, and
Program Designers play key roles in continu-
ing the study of youth and hold even more
power to involve them in the decision making
process. Moreover, planners have a vital role
to play in the lives of young people as their
policies directly create the environments they
incorporate; therefore, urban planners and
policy makers need to consider the rights of
all young people.178 So why are young people
still largely out of the picture? Because the
children’s interests transcend boundaries, they
take on a genuinely interdisciplinary approach.

Intersec- The intersectionality (in-ter-sek-shuh-nal-i-
tionality (in- tee) of youth makes them a difficult thing for
ter-sek-shuh- which to plan and often planners simplify them
nal-i-tee) the regarding education and recreation. When we
theory that see young people entirely as they are we find
the overlap of that young people want to work with planners
various social
identities, as and professionals to make a positive change
race, gender, in their environments; planners, however, need
sexuality, and to shift their focus towards local needs as part
class, contrib- of larger issues, i.e., bottom-up approaches.179
utes to the Children want to be heard, and they want to
specific type
of systemic be involved. Moreover, as Derr and Tarantini
oppression and note, it “make[s] planning processes bet-
discrimination ter”.180 This has been proven correct by the
experienced by Growing Up in Cities (GUIC) Initiative, in which
an individual
young people were seen as experts in their
(often used
attributively) environment. Early work and studies around
children focused on their needs from an adult
perspective. They did not aptly recognise the
child’s perceptions of, view of, and interaction
with their environment. Thus, GUIC was so
fundamentally different in the way it engaged
with young people to see how they view their
surroundings.181 It thus becomes less about in-
cluding young people and more about engag-
ing them fully in the decision making process.
How to fully engage children becomes
the next level in studying young people. This
Pragmatic type of research will need major paradigmat-
(par-uh-dig- ic (par-uh-dig-mat-ik) shifts. Iveson critically
mat-ik) solv- points out,
ing problems
in a practical
Constructing a politics of engagement with young
and sensible people is therefore a matter of building common proj-
way rather ects that unsettle dominant notions of the good city or
than by having community values. Rather than requiring young people
fixed ideas or to put aside their anger and frustration in order to be
theories
31
included in the city, a politics of engagement might
even be energised by youthful interventions in urban
politics that refuses to accept those aspects of urban
life that are too often taken for granted as the natural
order of things.182
Major players in urban development, at every
level, can benefit from this youthful passion.
Young people deserve to be studied, but they
deserve to be considered on their terms. This
means taking the inside-looking-outwards
perspective as opposed to the outsider look-
ing inwards. When we take these steps, we are
able to discover what affects children in the
urban environment.
What Keeps Children in Op-
position with The City?
Key trends have emerged as to what
works and what doesn’t work. Several aspects
of the urban environs are harmful to young Literacy (lit-
people’s mobility, health, and general well-be- er-uh-see)
ing. Generally speaking, young people lack the the ability to
environmental literacy (lit-er-uh-see) of older read and write
generations.183 184 185 186 187 This is due in large Public Tran-
part to physical disconnection 188 189 190 caused sit (puhb-
by residential segregation and geographic iso- lik; tran-sit,
lation.191 192 193 193 194 195 This, in turn, often leads tran-zit)
to restricted mobility196 197 198 199 200 201 202 to and Transportation
for people like
from hang out spots or friends, homes. In the
buses, light rail
suburbs, to a larger extent, these restrictions
trains, com-
are due to transport poverty—a significant muter trains,
lack of access to reliable, quality public transit streetcars, etc.
(puhb-lik; tran-sit, tran-zit).204 205 206 207 208 This that is made
general spatial issue dramatically impacts the available to all,
usually for a
health of young people.
small fee
 Many health problems, such as obesity,
have been directly linked to the types of envi-
ronments to which young people are subject-
ed. Serious issues like HIV/AIDS,209 decreased
Post-neona- birth weight, and Increased post-neonatal
tal Motality mortality (pohst; nee-oh-neyt-l; mawr-tal-i-
(pohst; nee- tee)210 are due to poor public health planning
oh-neyt-l; and policy implemented by individual states
mawr-tal-i- as well as access to resources. Equally as
tee) the death dangerous is drug use211 212 213 which is often
of a newborn linked to boredom and a lack of opportunities
after birth
in communities for young people to engage.
Other more general health concerns,214 213 214 215
218
such as obesity,219 220 221 222 223 224 diabetes,225
226
and worsening dental health227 are linked
to the diets young people have as they shift to
Sede ntary more sedentary (sed-n-ter-ee) lifestyles. Oth-
(sed-n-ter- er issues such as intellectual disabilities and
ee) in which asthma have been associated with the physical
you spend a lot degradation of environments.228 Lastly, to a
of time sitting
much broader degree, health issues have been
down
examined as worsening to stolen or an over-
all absence of time229 230 231 as today’s youth is
Chauffeured chauffeured (shoh-fer d, shoh-fur d) from one
(shoh-fer d, activity to the next without much unstructured
shoh-fur d) time.232 This trend is only getting worse as the
being driven immediate surroundings become more hostile
around to place
towards young people.
in a car, where
you are not the
driver Physical issues with the environmen-
tal quality of space also largely affect young
people limiting their use of space and access
to resources. Some things are small and man-
ageable like getting rid of physical barriers
and reducing the height of operational units
in building so they can be operated by people
of shorter stature.233 As the activities of young
people become more controlled, there is an
increase in policed space234 235 236 and there-
fore harder for young people to freely access
essential services.237 238 This policing of space
is mainly due to a fear of the physical envi-
ronment due to heavy traffic,239 240 241 242 243 234
toxic dumping,245 246 247 trash and litter,248 249 250
and other issues of environmental depletion
and degradation.251 252 253 254 255 256 257 (Figure I.3)
This shows a lack of community surveillance Surveillance
(ser-vey-luh ns, ser-veyl-yuh ns) on streets that (ser-vey-luh
is further decreased by a lack of street facing ns, ser-veyl-
windows.258 Still more, the physical impacts of yuh ns) the
slum dwelling are due to more complicated act of carefully
social and structural issues.259 260 261 262 These watching a per-
son suspected
broader physical developments affect where
of a crime or a
young people can physically exist in space. place where a
crime may be
Some underlying issues that are limit- committed
ing young people’s unstructured free time is a
general lack of playgrounds,263 264 265 266 267 lack
of gathering space,268 269 270 271 272 273 and lack
of activity settings.274 275 276 277 278 278 279 280 If such
play spaces exist, they may still not be enough
for young people due to over use281 282 or Laments
even simply do not have public restrooms.283 (luh-ment
As recreation effectively becomes zoned out s) to feel or
express great
of public space, home footprint substantially
sadness or
outweigh yard space284 285 286 on street parking disappoint-
increased,287 288 and cross-walks decrease.289 ment about
There is a general trend that streets are losing somebody/
their social function.290 291 Ross laments (luh- something
ment s) the end of streets social life in the Proliferate
United States. Out of his many critiques, one (pruh-lif-
applies to youth. He notes uh-reyt) to
increase rapidly
Not only did the interstate and their clones proliferate, in number or
but secondary roadways were dedicated ever more amount
 33
exclusively to automotive use. Those who still tried to
walk found little welcome. Children’s games were no Stigma
longer tolerated, even where dead ends and closed (stig-muh)
loops ensured that traffic would not be blocked. Some feelings of dis-
states banned street play by law, and there are suburbs approval that
where even play on sidewalks is forbidden. In 2000, the people have
Federal Highway Administration announced that “chil- about particu-
dren at play” signs were no longer allowed—because lar illnesses or
they might encourage play. 292 ways of behav-
ing
These physical changes also dramatically affect Harassment
how youth fit into the city socially. (huh-ras-
muh nt, har-
Some social issues are well beyond the uh s-muh
grip of planning or policy makers. Issues such nt) he act
of annoying
as insecure tenure/homelessness,293 294 294 296
or worrying
racial tensions,297 298 and social stigma (stig- somebody by
muh)299 300 301 are caused by larger structural putting pres-
and institutional issues. These more major sure on them
social problems often lead to other, equally or saying or
doing unpleas-
complex spatial issues such as social segrega-
ant things to
tion or exclusion,302 303 304 305 306 crime or war,307 them
308
and being afraid to use certain spaces due Disenfran-
to fear of harassment (huh-ras-muh nt, har-uh chised (dis-
s-muh nt).309 310 311 312 313 These massive struc- en-fran-cha-
tural issues can often seem so complex and hyz) to take
unsolvable that young people gain a sense of away some-
political powerlessness314 315 316 or actually be- body’s rights,
come disenfranchised (dis-en-fran-chahyz).317 especially their
318 319
Derr and Tarantini mention that there is right to vote
a lack of focus on youth using or involved in Literature
participatory planning practices. To a larger ex- (lit-er-uh-
Table I.3 Image of a Dangerous Suburban Street in Dubai tent, if it is utilised, there is a lack of literature cher, lit-er-
This streetscape in Dubai is indicative of other streets around (lit-er-uh-cher, lit-er-uh-choo r, li-truh-cher) on uh-choo r,
the world where cars have taken over. It not only divides resi- how it is implemented. To some degree, the li-truh-cher)
pieces of writ-
dental communites but also people by long crosswalks. Why work is applied to specialising children in an ing or printed
walk to see your friend when the car is more convenient? environment to better understand how differ- information
(Source: https://www.thrillist.com/travel/nation/cities-with-the-worst-ur- ent cultures and the unequal distribution of on a particular
ban-planning-jakarta-dubai-and-dhaka-top-our-list) subject
Cynicism power.320 This coupled with global population that severely affect young people’s develop-
(sin-uh-siz- growth321 322 has led young people to grow up ment include fewer siblings,336 divorce and
uh m) with an air of global cynicism (sin-uh-siz-uh other forms of family breakdown.337 To an even
1) the belief m)323 along with several social, psychological greater extent, when parents are involved with
that people health issues. their children they are so with increased pa-
only do things
to help them-
rental control.338 339 340 341 342 343 The decrease in Constraints
selves, rather On a conceptual level, the city and unstructured play environments344 345 346 and the (kuh
than for good urban environment can be confusing. It takes increased planning of young people’s every n-streynt s)
or sincere rea- a keen understanding of chaos to navigate the move leads to an inability to make decisions 1) a thing
sons city, an apparent spatial literacy of constantly and respond to changes in environments. This that limits or
2) the belief restricts some-
that something
changing conditions. Since, as aforemen- is more common for suburban children who,
tioned, most young people are growing up in a lack of personal control, face severe and thing, or your
good will not freedom to do
happen or that without this skill, it often leads to severe cases problematic episodes of boredom347 348 lead- something
something is of stress,324 anxiety and depression.325 Such ing to more physical harm such as drugs and 2) strict con-
not important behavioural problems may be linked to the suicide. trol over the
Conjunc- physical abuse and harm327 328 328 children face way that you
tion (kuh at home. In a broader—and often harder to While drug use and youth suicides are behave or are
n-juhngk- allowed to
understand or study—context children often extremes, they come from real social con- behave
shuh n) suffer neglect at home. Much of this can be straints (kuh n-streynt s) to young people.
a combination Individualis-
seen as how parents cope with responsibili- There is a larger issue with young people tic (in-duh-
of events, etc.,
that causes a ties and raising children in conjunction (kuh becoming increasingly individualistic (in-duh- vij-oo-uh-
particular result n-juhngk-shuh n) with a lack of accessible child vij-oo-uh-list)349 and less about social organis- list)
Viable (va- care.330 ing.250 These issues stem from a lack of auton- 1) different
hy-uh-buh omy and independence,351 352 353 354 355 356 357 358 from other
l) that can be While child care is a viable (vahy-uh- of choice,359 360 361 362 and of opportunity.363 364 people or
done; that will buh l) option for working parents, studies 365
These have developed over time as young things; doing
be successful things in your
show that this form of substitute parenting331 people face a decline in public or sporting ac- own way
Deprivation 332
can be harmful to young people’s develop- tivity,366 367 and increase in passive recreation,368 2) following
(dep-ruh- ment. Moreover, concerning childcare centres, 369 370 371
and staying home due to overprotec- the belief
vey-shuh Gleeson worries, “…quality community-based tive parents.372 373 This has lead to a general that individ-
n) the fact centres have struggled to compete with corpo- disconnection from reality. Mainly this comes ual people in
of not having society should
rate providers, which emphasise lower wages from young people living in an environment have the right
something
that you need, and mass service provision.” 333 This and other that encourages social disconnection374 375 376 to make their
like enough forms of parent deprivation (dep-ruh-vey- and limited exposure.378 379 380 381 These social own decisions,
food, money shuh n)334 335 has been primarily linked to an limitations can also be seen through the lens etc, rather than
or a home; the intensification in neoliberal forms of capitalism. of social traps.382 383 Tranter views social traps in be controlled
process that by the govern-
Other family issues unrelated to neoliberalism the form of driving children to school, “many ment
causes this
antisocial
Tribalism
using of goods
and services;
35
(an-tee-soh- of which”, he explains, “are made to protect trialisation has led us to a society of con-
393
the belief that
shuh l, an-ta- children from the very traffic that these trips sumerism (kuh n-soo-muh-riz-uh m) and ma- it is good for
hy-soh-shuh contribute to.” 384 terialism (muh-teer-ee-uh-liz-uh m).394 395 This a society or
society of haves and have-nots have only been an individu-
l; trahy-buh- al person to
liz-uh m) the What this all adds up to—the physical exacerbated by the development of neoliberal
buy and use a
formation of and social traps we create for young peo- markets.396 397 398 399 400 Neoliberalism is often large quantity
street gangs in ple—is forms of cultural isolation.385 This can, contributed to the rise of global econom- of goods and
cities in turn, be the root for why people become ic insecurity401 402 403 and widespread wealth services
Endowed afraid of engaging with young people in inequalities.404 405 406 407 Notably, this has lead to Materialism
(en-dou d) meaningful ways. Such situations lead to issues deeper and more concentrated poverty. (muh-teer-
1) to believe or ee-uh-liz-uh
imagine that
of anti-social tribalism (an-tee-soh-shuh l, an-
tahy-soh-shuh l; trahy-buh-liz-uh m) or street There has always been advantaged m) the belief
somebody/ that money,
something has gangs.386 387 388 Many argue that street gangs and disadvantaged communities408 409 410 411 possessions
a particular are a side effect of a lack of accessible, quali- 412
as there was always inequities in resource and physical
quality ty education.389 While this is certainly a piece allocation.413 What makes today’s poverty so comforts are
2) to give
something to
of the puzzle, it is not the whole picture. By different is the concentration and magnitude more important
somebody/ reflecting on the broad picture of all difficulties (mag-ni-tood, mag-ni-tyood) of it all.414 415 416 than spiritual
values
something young people face in the urbanising world, it Gleeson also found that the environmental Magnitude
Regimes is no wonder that there becomes an increase politics of choice—or for the severely disad- (mag-ni-
(ruh-zheem, in conflicts with civil authorities390 and political vantaged, lack thereof—leads to poverty being tood, mag-
rey-zheem, interests.391 While we—the adults endowed life threatening. This is opposed to his study ni-tyood) the
or, some- (en-dou d) with the ability to create policy of middle class and wealthy children whose great size or
times, ruh- changes—want to make lasting changes in our parental control and lack of outdoor space importance
jeem) environments to improve the quality of life for placate them into passive recreation and poor of something;
1) a method the degree to
children, we are faced with issues of resource health. In the worst cases, these communities
or system of which some-
availability and changes in political regimes of concentrated poverty have young people thing is large or
government,
especially one (ruh-zheem, rey-zheem, or, sometimes, ruh- with unemployed parents who are themselves important
that has not jeem).392 The social and physical challenges forced to find transient (tran-shuh nt, tran- Tranient
been elected in are often indicative of something more under- zhuh nt, tran-zee-uh nt) and impermanent jobs (tran-shuh
a fair way neath the surface, something that often dic- to help their families survive.417 This may lead nt, tran-zhuh
2) a method
or system of
tates most our decisions—money. some to pursue informal economies with an- nt, tran-zee-
organizing ti-social street gangs which in turn hurts local uh nt) Staying
or managing Youth are affected by economic condi- formal economies.418 These neighbourhoods or working in a
something tions as well, often more so than adults as they begin to sink and often succumb to gentrifica- place for only
Consum- either do not have access to any funds or have tion (jen-truh-fi-key-shuh n) or adverse com-
a short time,
before moving
erism (kuh lots of disposable income without dependents munity change,419 420 of which young people on
n-soo-muh- on which to use it. As it stands intense indus- are both the victim and perpetrator.421 Gentrifi- Gentrifica-
riz-uh m) the tion (jen-
buying and
truh-fi-key-
shuh n) cation can sometimes be contributed to rental
the process of stress, where there is a lack of choice for young
changing an and working class families.422 The problem
area, a person,
is that as more young people move in, the
etc. so that
they are suit- neighbourhoods often become hip and de-
able for, or can creases the availability of affordable activities.
mix with, peo- This prices former community members out
ple of a higher of the neighbourhood.423 This all seems bleak.
social class
And it seems obvious that the opposite of all
than before
these problems should be the answer to im-
proving the lives of youth in cities. This is true,
to some extent.
What Makes the City Work for
Young People
With so many problems in front of us,
there seem to be clear answers to what cities
need to do to work better for young peo-
ple and all people. Where there’s substantial
environmental degradation, Cities should
Sustainabili- work towards environmental sustainability
ty (suh-stey- (suh-stey-nuh-bil-i-tee).424 Where there are
nuh-bil-i-tee) environments that privilege able bodied per-
1) the use of sons, Cities should work towards inclusive
natural prod- or barrier-free design.425 426 However, some
ucts and ener- problems are not as easy to fix. For example,
gy in a way that un-walkable, car developed streets,427 428 429 our
does not harm
the environ-
results of several factors, such as a rise in car
ment ownership,430 431 432 433 heavy traffic,434 435 436 437 re-
2) the ability to lated car accidents,438 on street parking,439 and
continue or be notably no rights for young people as road
continued for a users.440 When we tackle all of these prob-
long time
lems one by one, we can finally have safe and
walkable streets441 442 443 444 445 446 for all people
to use freely. Other problems include the fact
that young people are often kept indoors. 447
Instead, we should offer increased access to
nature448 449 450 451 452 453 which young people
vitally need. But, to address that we also need
to address a lack of green space,454 455 and
green areas456 457 458 can be allocated land, but
another issue that arises is ensuring that these
spaces stay as unpolluted environments.459 460
I.e., young people can be part of maintaining
a lack of trash/litter461 462 while also advocating
(ad-vuh-keyt-ing) for proper sanitation463 464 and Advocating
safe water.465 466 The lack thereof is no doubt (ad-vuh-
the results of Urban intensification.467 468 not keyt-ing) to
only can green spaces counteract this, but also support some-
recreation spaces469 470 with low-cost recreation thing publicly
opportunities471 including a variety of activity
settings472 473 474 475 476 which is also seasonal ac-
tivities477 can combat a lack of exercise478 set-
tings and even more so boredom,479 480 which
causes the most trouble for young people. To
do so, we will have to change the way young
people are treated by their parents and society
in general.
As aforementioned young people often
get bogged down by increased parent con-
trol or over-controlling parents.481 482 however,
other issues such as Stranger-Danger poli-
cies483 484 485 Prevent young people from freely
using space. Rather, we should promote public
and un-surveilled space.486 487 Critical to this is
recognising how we think young people are
incapable of protecting themselves.488 The
biggest step towards this is working together
as a community to ensure that there is free-
dom from physical dangers.489 490 491 492 this may
include protection from natural hazards,493
but also can be extended to address a lack of

essential services494 495 and of gathering spac-
es.496 A better provision of essential services497
498
and peer gathering spaces499 500 501 502 may
include investing in “third spaces” or commu-
nity networking.503 Cities can also look into cre-
ating free wi-fi in parks, restaurants, libraries,
universities, hospitals, etc.504 as most young
people are engaged in social media which
needs easy access to the Internet.
All of the above is working towards
increasing neighbourhood activity which in
turn makes our communities safer.505 506 Oth-
er ways to make our neighbourhoods more
attractive include creating more colourful and
exciting spaces507 and versatile space for all
ages.508 This could be accomplished through
creating more local Institutions invested in
youth work.509 However, there should be
Confidenti- confidentiality (kon-fi-den-shee-ahl-it-ee)
ality (kon- structures in place so that the agency doesn’t
fi-den-shee- nark on youth activities.510 Neighbourhood
ahl-it-ee) a and youth activity is also increased through
situation in
which you ex-
freedom of movement.511 512 513 514 515 516 517 To
pect somebody create such freedom of movement, we must
to keep infor- first address the overall lack of transportation
mation secret for disadvantaged groups.518 519 We can do so
by promoting and building multimodal (muhl-
Multimodal
tee-mohd-l, muhl-tahy-mohd-l) transportation
(muhl-tee-
systems520 521 522 in our city that also includes
mohd-l,
late night transportation.523 This can be easily
muhl-tahy-
done through engaging in compact urbanism
mohd-l) Hav-
ing more than or urban infill.524 525 Young people have been
one transporta- found to be more successful if they come from
tion option a mixed use/commercial development hous-
ing.526 To a lesser extent, provision of public
toilets527 and places to buy affordable food
528
—and moreover, enough food to eat429—
37
also, enhance the quality of life for young
people and the vibrancy of neighbourhoods.
However, these are just the beginning of the
puzzle. As previously noted, young people
also need increased social infrastructure to
make the city work for them.
Issues of social exclusion530 531 and social
fragmentation532 533 plague our cities. Therefore
we should be promoting policies of social inte-
gration.534 535 536 537 These may include coming
together to create a cohesive community iden-
tity.538 539 540 To a greater extent, it means mak-
ing sure our communities are free from fear of
harassment/crime,541 542 543 from violence from
peers or adults,544 and from broad exposure to
criminal activity.545 When we ensure protection
from abuse of, violence towards, and exploita-
tion of young people,546 547 548 we ensure much
more than just their safety. Moreover, we non-dis-
should also strive towards non-discrimination crimination
(nahn-dih-skrim-uh-ney-shuh n) of gender549 (nahn-dih-
which may include providing gender neutral skrim-uh-
amenities (i.e. bathrooms) along with particular ney-shuh
attention to all disadvantaged persons.550 This n) not basing
can be done through promoting increased a choice off
learning opportunities551 552 553 in schools or of a prejudice
towards one
other community centres where young people
thing over the
come together. These learning opportunities other, espe-
should also include particular attention to- cially in social
identities such
wards social/emotional learning554 where youth
as race, gen-
can learn about differences in a positive way
der, orienta-
and learn how to cope with social threats in tion, etc.
their life. Ageist (Ey-
jist) showing
Broader social issues, such as class,555 an unfair atti-
racial/ethnic tension556 and even ageist (Ey-jist) tude towards
practices such as viewing teens as anti- older people
 social557 558 559 represent social threats to youth.
Freedom from social threats560 561 should,
therefore, be a high priority. This is easier said
than done, but at the very least it includes
making welcoming spaces.562 It also includes
creating opportunities for social interaction563
564 564 565 566 567 568
for psychological develop-
ment 569 570 571
and for cultural expression.572 573
These can often work in tandem (tan-duh
Tandem 574 575
(tan-duh m) m). But to work best, we have to listen. And
one following the good news is that young people want to
or behind the
be actively listened to about their problems
other
and desires.576 577 This is also not as easy as it
sounds as parents have less time scheduled
with children and more time scheduled at
work.578 This is not always a bad thing as young
people need relaxed parental surveillance to
grow and learn.579 Furthermore, the lack of
parental interaction can be compensated by
what Cosco and Moore term “extended family
peer groups”.580 However, what really needs to
be addressed is the general decline, or rather
lack of independence given to youth.581 This
doesn’t mean letting children wander around
where their lives are endangered, willy-nilly,
but it does mean giving young people the due
autonomy they deserve.582 583 584 Young peo-
ple today, more than most other groups face
political powerlessness585 586 as you need adults
to make the policy.587 Therefore, there needs
to be greater collaboration between youth,
adults, and decision makers.588 589 590 591 This is a
significant step towards good governance.
Today, more than ever we are faced
with a lack of political transparency and co-
ordination as well as mistrust of government
and outsiders.592 More than ever we need Monitored
good governance,593 594 595 especially to step (mon-i-ter d)
in and build bridges. One main issue that all to watch and
communities face is a lack of government check some-
thing over a
funds or allocation to fix problems.596 While period of time
governments do allocate funds regularly, these in order to see
allocations should be monitored (mon-i-ter how it devel-
d) better to ensure that they are equitable ops, so that
you can make
resource allocation.597 Better allocation does
any necessary
not just mean money. It also means a sufficient changes
(suh-fish-uh nt) amount of social workers,598
Sufficient
better access to quality education,599 600 and ac-
(suh-fish-uh
cess to affordable services.601 602 It also means
nt) enough
increased programming organisations with for a particular
long-term plans and missions603 that provide purpose; as
youth with skills such as equipment training.604 much as you
But often times this is proved hard to obtain as need
youth may be struggling with problems such
as insecure tenure605 or live in a highly dynamic Dynamic
(dahy-nam-ik) political state that faces frequent (dahy-nam-
changes in political regimes.606 While it is key ik)
that we support communities that have a long 1) the way in
which people
standing tradition of community self-help,607 608 or things be-
we also want to ensure that these communities have and react
are not stuck in self-help.609 So promoting and to each other
ensuring secure tenure610 among other in- in a particular
alienable rights and better resource allocation situation
2) a force
works towards building equitable social and that produces
economic conditions.611 Young people need change, action
this type of environment along with health and or effects
competitive incentives612 613 614 615 616 to thrive.
These building blocks work towards getting
young people to want to stay in their commu-
nities and create a sense of ownership.617 618
Arguably we are in a fascinating time
where the glacial sized problems that once

divided us as slowly thawing away. Geographic
isolation,619 620 for example once made it’s hard
to talk to anyone and gain different cultural
perspectives. However, now with the expan-
sion of the internet into our daily lives, more
and more young people are given the capac-
ity to communicate across boundaries621 in
literal and figurative terms. This has led to an
increase in technological linked social inter-
actions.622 623 In turn, this social networking
has allowed us, especially young people, to
Social Capi- the development of social capital (soh-shuh
tal (soh-shuh l; kap-i-tl).624 However, we must be conscious
l; kap-i-tl) that as this continues, we also face a loss of
the networks unstructured, physical space.625 Therefore it
of relationships is imperative that we create better physical
among people spaces for young people. Young people vitally
who live and
work in a par-
need unstructured play time.526 527 628 629 To a
lesser extent, we should also focus on creating
ticular society
unstructured spaces that also act as transitional
that enable the
society to exist space between play and culture630 while con-
and be suc- sidering connecting to the area’s history.631 To
cessful
do this, there are still some road blocks that
need to be addressed.
We are social beings. When we enforce
strict dress codes on youth632 and make space
commodified and/or inaccessible633 among
other things, we are using a social control to
limit our young people’s potential.634 635 Our
young people are facing problems that may be
difficult for them to comprehend at early ages,
such as why their family is being priced out
of the neighbourhood due to gentrification636
forcing them to switch areas, schools, friends
and more. We as a society are creating help-
less youth through creating a victim blaming
39
culture. To a large degree, this culminates in
637
the creation of social traps.638 Tranter explains,
Social traps operate most effectively when there is no
opportunity for collective decision-making: no forum for
communication between individuals who are making in-
dependent decisions…. Most people poorly understand
the collective impact of many individual decisions, and
even those that do understand it often feel powerless
to reduce this impact.639
This can be mitigated (mit-i-geyt-ed) by fo- Mitigated
cusing on the community as opposed to indi- (mit-i-geyt-
viduals responses to a problem. Critical to this ed) to make
something less
is a ‘critical mass’ of people willing to think
harmful, seri-
pluralistically (ploo r-uh-list-ik-ahl-lee) and not ous, etc
about specific constraints. Therefore, to actual- Pluralisti-
ly improve the lives of young people we need cally (ploo
a shift in paradigms. We need young people r-uh-list-ik-
to be at the table making decisions. ahl-lee)
notably con-
Young people have a high potential to structed by
influence a decision about their city that needs “having many
different
to be tapped into.640 641 642 643 644 645 Therefore,
groups of
we need a paradigmatic shift towards in- people and dif-
creasing direct engagement646 647 648 649 650 and ferent political
promoting full participation.651 652 653 654 655 656 parties in it”
Young people, much like everyone else, have
strong opinions on what they want. Therefore,
a critical step towards this shift is creating
spaces for young people to express their views
on the city they want.657 658 659 Furthermore, we
must start to view young people as self-iden-
tified individuals.660 When we give them that
due respect and allow them to come together,
we all benefit. Creating spaces where young
people can reflect on local issues661 creates a
whole heap of fascinating insights. For exam-
ple, several authors have found that young
 people desire and benefit from a sense of to adapt to creativity and community
family, community, and social life.662 663 664 665 change.689 This flexibility can also create easy
Innovations
666
However, this is made difficult as often in access to friends and play.690 691 692 693 694 Easy
(in-uh-vey-
our current world young people feel a lack of access can be improved through physical
shuh ns)
belonging.667 Therefore, we must seek ways in means such as walking and biking accessi- 1) the intro-
which to instil belonging, pride, and respon- bility695 or through less physical means such duction of new
sibility for young people—and really all peo- as public internet access.696 Young people things, ideas or
ple—in the City.668 669 670 671 This can be done by hold the key to innovations (in-uh-vey-shuh ways of doing
something
focusing on assets that build cultural richness ns), so consider how your design might also
2) a new idea,
and social density.672 Young people, when they boost technological stimulation.697 698 Create way of doing
engage in their community have the potential social spaces, remember that there is safety something, etc.
to start social movements through solidarity in numbers699 and that these spaces should that has been
Solidarity (sol-i-dar-i-tee) and activism.673 These are easi- not be exclusive to young people but rather introduced or
discovered
(sol-i-dar-i- ly obtainable goals. multi-generational (muhl-tee-jen-uh-rey-shuh-
tee) support nl, muhl-tahy-jen-uh-rey-shuh-nl) meeting Multi-gen-
by one person How can we build communities that spaces.700 erational
or group of
empower young people? Well, we can start by (muhl-tee-
people for an-
other because empowering youth through giving them re- jen-uh-rey-
they share feel- sponsibilities in the community and at home.674 shuh-nl,
ings, opinions, Moreover, we can create opportunities for skill muhl-tahy-
aims, etc. development.675 676 677 This can be furthered jen-uh-rey-
by creating spaces where there is local in- shuh-nl) of
formation sharing678 679 680 and circulation of or relating to
several gen-
knowledge.681 682 683 We can build initiatives
erations, as
and programs that give youth opportunities to of a family, or
create their own products.684 Still more we can society
celebrate our youth and their work by having
more social and cultural events685 686 687 688 that
can be organised and run by the youth in the
community. The opportunities are endless. So
where to begin?

You are now at the end of this introduc-

tion, and already your mind may be stirring
with ideas you want to implement in your
neighbourhood. Some concepts to consider in
your next steps may include flexibility of space
41
RESEARCH
 INTRODUCTION
unnecessary. The first step, therefore, will be
where you collect the most information. This
section will help you collect that data with a
general understanding of how to divide it up
between Needs—improvements that need to
be made—and Assets—things that are already
A whole host of suggested research workings well. Furthermore, there is a differ-
methods is outlined in the following section of entiation between Quantitative—numbers
this guide. While you are in no way expected and statistics—and Qualitative—concepts and
to perform all of them and in no way is this feelings—data. Moreover, the more and more
a comprehensive list, these methods ensure data you obtain the less and less you will want Ethics (eth-
little harm and maximum benefit. They should to lose it, so storing data in the right places iks) moral
be selected based upon how much time and principles that
is important for long term studies. Lastly, this control or influ-
Allocated resources you have allocated (al-uh-key-tid) section will explore the work on human sub- ence a person’s
(al-uh-key- to your project. Many of them are based on jects and the ethics (eth-iks) that go into such behaviour
tid) to give studies conducted by the Growing Up In Cities research. While this part can seem overwhelm-
something (GUIC) Project by the UN. In one such study ing, never fear! The focus on participatory Participa-
officially to conducted by Cosco and Moore they com-
somebody/ (pahr-tis-uh-puh-tawr-ee, pahr-tis-uh-puh-tohr- tory (pahr-
bined the following research methods: ee) research methods will make it interactive tis-uh-puh-
something for
a particular and fun. tawr-ee,
purpose 1. Young People or Parent were interviewed
2. Young People drew their neighbourhood and key pahr-tis-uh-
important places/landmarks puh-tohr-
3. Young People were given disposable camera in order ee) allowing
to take snapshots of their world everyone
4.Young People guided researchers on tours of the in a society,
areas they discussed 1 business, etc.
to give their
opinions and
While you may have outlined a singular goal, to help make
try to ask broad questions in your research so decisions
as not to limit your data. You may find later in
the analysis that there was a deeper problem
that was initially overlooked or you may find
a data point that would allow you to tap into
unexpected resources and funds. Regard-
less, think of this process as a funnel and a
filter. With each step, you are narrowing down
your research as well as sorting out what is
 Research 45

COMMUNITY nities. While many might feel like a need is a

NEEDS VS ASSETS
Cities “…are sites of difference…” or
Homoge- “…the absence of homogeneity…”.2 This
neity (hoh- makes cities exciting places to live, but it also
muh-juh- lends them to be difficult places to live and
nee-i-tee, conflict is usually just around the corner. Cities
hom-uh-juh- and their neighbourhoods decay and grow
nee-i-tee) at different timescales. One neighbourhood
the quality of may be in its prime one decade, then at rock
being homoge- bottom the next, still only to be gentrified the
neous
next. When researching our spaces, it becomes
homoge- necessary to understand what works and what
neous: con-
doesn’t work. When we fix what is broken and
sisting of things
or people that cultivate what creates positive growth, we can
are all the same ensure that our communities stay active.
or all of the
same type We can interpret this via needs—what
is not working in an area—and assets—what
works in an area. Needs create chaos, while
assets create a celebration. To balance the
two, we can either forced order to create
Territori- manageable chaos or the celebration of di-
alism (ter-
versity. The balance is essential. Too much
i-tawr-ee- order and we lose culture in the melting pot.
uh-liz-uh m, Too much difference and we gain segregation
ter-i-tohr-ee- and territorialism (ter-i-tawr-ee-uh-liz-uh m,
uh-liz-uh m) ter-i-tohr-ee-uh-liz-uh m).3 Community needs
the quality of
being “con-
also stem from the gaps of what the commu-
nected with nity is like and what the community could be
the land or sea like. Needs are essential to understanding
that is owned because it outlines some programmes that can
by a particular be implemented to build capacity in commu-
country”
problem, this relation can be problematic in
that it often pits people against a familiar foe
as opposed to bringing people together for a
common goal. This is why it is also important
to focus on assets. Assets are resources in the
community that help add value and strength.
Identifying what’s working can help you even-
tually determine how to build upon success.4
Assets, like needs, are both physical and
experiental. You may have a beautiful park that
people use for all sort of events which makes
it an excellent physical asset. You may also
have strong community leaders and organisers
that fight for your community’s visibility in city
politics which make them unique experiential
assets. You might have roads with many pot-
holes or rivers that are used for toxic dumping
which become serious physical needs. This
may be the case because your community has
been largely overlooked by city officials who
become a severe experimental need. This
leads to another understanding of needs and
assets. Needs and assets can also be under-
stood regarding growth and development.
Paul Godfrey delineates (dih-lin-ee-eyt) these Delineates
stating, “Growth is about having more, devel- (dih-lin-ee-
opment is about being more.” 5 eyt s) to de-
scribe, draw or
explain some-
Defining assets and needs in your com-
thing in detail
munity can be the first step to research. The
best way to uncover these is through posing
questions. Such as:
• Who do you go to talk to in the community when you
have a problem?
• Who do you go to help solve a dispute among com-
munity members?
• Where do people gather for celebrations in the com-
munity?
• Where do people avoid in the community?
• What are the things you like the most about the com-
munity?
• What needs to be changed to build a stronger com-
munity?
• Why do you live here?
• Why do you want to stay?
• How would you change the community if you had an
unlimited budget
• How has the community changed during your time
living in it?

These are just a handful of questions While a

that may be posed. They can fit into most biblical flood
of the qualitative data collecting methods may seem
detailed below. While the above list of ques- unlikely,
tions may be used, it is more important to knowing
create your own list pertinent to your area. what works
The questions should still be relatively broad, and what
i.e. instead of asking “What churches do peo- doesn’t can
ple go to?” you might want to rephrase and help you
say “What faith-based places do people go bounce back
to?” to include temples, mosques, meeting form any
halls, etc. of other faiths outside of Christian situation
churches. (Protip: faith-based institutions can
be vital community centres and should always
be the places with which to form partnerships.)
Whatever you ask and however you ask it, the
information gathered about needs and assets
will be great cornerstones to your plan. The
following section outlines other means to col-
lect data.
 Research 47

METHODS FOR
log-os) and ethos (ee-thos, ee-thohs, eth-os, Ethos (ee-
eth-ohs) of the audience. Quantitative data is thos, ee-

COLLECTING DATA
by far the easiest data to analyse. Quantitative thohs, eth-
data can also be easily stored in spreadsheets os, eth-ohs)
and databases (dey-tuh-beys) so that you may the moral ideas
later transfer them into GIS software that will and attitudes
There are a million ways to collect data, that belong
produce visual analyses of the data (discussed to a particu-
in fact, new ways are being developed every in Part 2). While there are a million ways to ob- lar group or
Quantita- day. Some methods are rehashed versions tain quantitative data, this guide will focus on society
tive (kwon- of others, others are combinations, and very 3 primary means—the Census, Land-use, and Database
ti-tey-tiv) rarely is some new innovative approach entire-
connected with
Footfall Surveys. (dey-tuh-
ly new created. Regardless, methods are great
the amount beys) an
recipes to follow to collect consistent and
or number of
something legitimate data. We can divide these methods Census Data organized set
of data that
rather than up into Quantitate and Qualitative. Quanti- is stored in a
with how good tative (kwon-ti-tey-tiv)—relating to different Quantitative data for planners often computer and
it is sizes or amounts of things—data is useful comes from census (sen-suh s) data. Every can be looked
country has a census or some means of collect- at and used in
Qualititative for gaining hard facts and statistics. Quali- various ways
(kwol-i-tey- tative (kwol-i-tey-tiv)—relating to the nature ing hard data on populations, business, educa-
or standard of something, rather than to its tions, etc. Most of the time these data portals Census (sen-
tiv) connect-
ed with what quantity—data is useful for gathering percep- will have the existing software you can use to suh s) the pro-
something is perform statistical analysis. You will most likely cess of officially
tions and experiences. The following guide will counting some-
like or how want to collect the following information from
good it is, rath-
walk you through different methods of each. thing, especial-
Because this is a participatory guide, more your census: ly a country’s
er than with
how much of it emphasis will be placed on qualitative data; population,
• Current population (pop-yuh-ley-shuh n) and popula- and recording
there is however, much of what you need for funding tion from the last 20 to 50 years in your community area various facts
applications is based on quantitative data, so it • Current population under 15 years of age (total, male,
is important to view them as equally important and female) Population
to the planning process. • Current population over 65 years old (total, male, and (pop-yuh-ley-
female) shuh n) all the
• Current national population (total, male, and female) people who
Logos (loh-
gos, loh- Quantitative data • Current population in cities (total, male, and female)
• Current population in rural settlements (total, male,
live in a partic-
ular area, city
and female)
gohs, log- or country; the
Quantitative data is important because • Current unsettled population (total, male, and female) total number
os) the rational • Current population by race (National, regional, and of people who
principle that it gives you hard numbers that are easily calcu- local) live there
governs and lable into statistics and rates. This data, thus, • Current birth rates (National, regional, and local)
develops the responds to the logos (loh-gos, loh-gohs, • Current infant mortality rates (National, regional, and
universe. local)
 • Current death rates (National, regional, and local)
• Current migration rates (National, regional, and local)
• Current housing availability (National, regional, and
local)
• Current housing vacancy rates (National, regional, and
local)
• Current employment statistics (National, regional, and
local)
You may also want to look at statistics based
on the type of project you are performing.
• Education Statistics
• Monthly/Annual income statistics
• Crime statistics
• Import/export statistics
• Etc
.
The availability of which will depend on the
power of the census bureau and how often the
count is performed. Collecting this data will be
helpful for future analysis.
Figure 1.1 How to Measure Area by Foot
Land-Use/Zoning
You may also wish to collect data on
land use. This can be done through taking a
simple measurement by foot:
1. Measure out how long an average stride—the dis-
tance between the centre of each foot in one step.
2. Mark down the number of steps it takes for you to
walk down each side of the land you are measuring
3. Calculate the distance of each side by multiplying
the number of steps you took by how long each stride
measured.
4. Use the mathematical formula to figure out the area
of the land. (See the figure below)
For example:
1. Let’s say my stride measures ~3ft or ~1m.
2. I walk around a trapezoidal piece of land that used to

be a factory.
a. The length of on side is 33 1/3 steps
b. The width of one side is 41 2/3 steps
c. The width of the other side is 50 steps
3. When I translate the steps into the stride distances I
get:
a. L = 33 1/3 x 3 ft = 100 ft
Reserach 49
• And property ownership
you may want to go around the area you are
planning and perform this study to collect the
type of land use going on as well as how much
space it takes up.

or L = 33 1/3 x 1 m = 33 1/3 m
b. W1 = 41 2/3 x 3 ft = 125 ft
Footfall Survey
or W1 = 41 2/3 x 1 m = 41 2/3 m
c. W2 = 50 x 3 ft = 150 ft You may also wish to track how many
or W2 = 50 x 1 m = 50 m people are using a space. Footfall (foo t-fawl), Footfall (foo
1. The formula for a trapezoid is: or the number of individuals who walk through t-fawl) the
a. A = 1/2 (W1 + W2) x L number of peo-
a particular area, is a common method used
b. A = 1/2 (125 +150) x 100 = 1/2 (275) x 100 = ple that visit a
137.5 x 100 = 13,750 ft2 in retail to track the number of users. You can particular shop/
3c. A = 1/2 (33 1/3 + 41 2/3) x 50 = 1/2 (75) x use the same methods to track how the space store, shopping
50 = 25 x 50 = 1,250 m2 within your planning area is used. You will centre, etc.
Variables need: over a period
(vair-ee-uh- The area of the land I surveyed was 13,750 ft2 of time
buh ls) or 1,250 m2, and I would label it “industrial • a tally counter (available online or at office-supply
1) often chang- use”. There are a number of the other vari- stores)
ing; likely to • a pen
ables (vair-ee-uh-buh l) for lots that you will • a sheet of paper
change
2) a situation, also want to measure. Urban lots still typically • and a stop watch
number or have standards that they must be built. These
quantity that include not just the overall lot size that you The piece of paper will be used to collect
can vary or be have measured, but also: notes on the weather, time of day, and day of
varied
the week. Choose some set locations that you
Setback • Setback (set-bak) of buildings from street wish to observe over the course of a week.
(set-bak) how • Maximum and minimum building size
Pick a set span of time to track street users.
far back from • Height
the street or • Bulk Have a team assembled with you: two people
right-of-way a • Minimum parking required to track walkers, two people to follow bikers,
building should two people to track cars, and two people to
be as required As well as some more qualitative observations, track disabled users. Each individual should
by law such as be tracking the number of people moving
one way. If, perchance someone stops and
• Activities that occur on the land
• The economic functions the property serves turns around, mark that person as moving
• Whether or not the site is developed or was it devel- both ways. It is best to choose a time: in the
oped morning before, during, and after rush hour; a
 time in the afternoon before, during, and after (an-ik-doht-l-lee, an-ik-doht-l-lee) in journals.
lunch hours; and time in the evening before, The issues observed can later confirm or clarify
during, and after 5 o’clock pm. Use the stop other instruments. This can also be critical to
watch to track the flow of people between a building rapport (ra-pawr, ra-pohr, ruh-pawr) Rapport
set timed period. For example, it might be for with young peoples and the larger communi- (ra-pawr,
every five minutes over a 30-minute span, or ty. It should always be the first step in youth ra-pohr,
it might just be a consistent 15 minutes, or it participation.6 ruh-pawr) a
might be for 1 minute every other 5 minutes. friendly re-
The choice is yours to make as long as you can What to look for or write down lationship in
which people
justify the reason why you’ve done it. Keep the • Types of activities: Group play, conversing, understand
data you collect stored on a spreadsheet for children working, shopping, etc. each other very
future analysis. • Who is present: age, gender, exclusion or well
inclusion (in-kloo-zhuh n) (social obligation) Inclusion (in-

Qualitative data • Where: Street, homes (or nearby), gardens, kloo-zhuh n)

parks, etc. the fact of
including
• Why this place or time: what are the reasons, somebody/
Qualitative data gets to the heart of the mat- i.e., the shade away from the sun, hidden from something; the
Pathos ter. This type of data responds to the pathos parental eyes, is the neighbourhood centre, fact of being
(pey-thos, (pey-thos, pey-thohs, pey-thaws) and ethos of etc.7 included
pey-thohs, an audience. Much of qualitative data are hard
pey-thaws) to analyse as it does not fit evenly like num- When
the power of a bers do; however, it does provide rich informa- Day of the week, time of the day, how long do
performance, tion that can determine the types of impacts
description, they stay, season, etc. This should be done in
etc. to produce
you can make. Moreover, it allows some plat- the beginning and should continue throughout
feelings of forms to collect information about community the study.8
sadness and needs and assets. More importantly, it offers
sympathy more opportunities to directly involve commu-
nity members. The majority of the methods Formal interviews
Anecdotally provided here are from the GUIC study done
(an-ik-doht- by UNESCO in the 1990s and early 2000s. Why it matters
l-lee, an-ik- These interviews are much more structured
doht-l-lee) and instrumental (in-struh-men-tl). They are Instrumen-
according to Interviewing also much more time-consuming in planning tal (in-struh-
a personal
account of an
Informal Hangout and caring out and analysis. This is because it men-tl)
is much more one-on-one interaction. Young important in
event which is making some-
possibly not Why it matters people can help out in many ways. They can thing happen
true or accu- Suitable for observations written anecdotally find it attractive to youth who want to be
rate
 Research 51
Brainstorm involved. You can give them the topics to process, any better questions to add, how can the info
(breyn-st- be discussed and allow them to brainstorm be used)
awrm) to all (breyn-stawrm) questions. You can train them
think about The same questions produced can be used
to take interviews through the pre-test. You
something on young people, but also used for adults and
can have them evaluate the instrument. You
at the same elderly to reflect on the past or to reflect upon
time, often in can have them present the findings that were
the way place change over a broader scale.10
order to solve interesting or surprising to them.9
a problem or
to create good What to ask When
ideas A minimum of a week should be allotted to
What follows are suggested general topics the
Derived pre-test the plan and design the instruments.
question should be derived (dih-rahyv d) from
(dih-rahyv The interviews themselves should be struc-
young people. This is also a prime place to
d) to come or tured to last from 30 minutes to an hour. In-
develop from utilise (yoot-l-ahyz) asset-based questioning as
terviews should be scheduled based on the
something leads and allows them to discuss need based
person’s availability and spread out over the
Utilise off of that. I recommend a semi-structured
course of the study period.11
(wurd) to use approach that follows an unstructured support
something, of allowing young people to talk about their
especially for own issues but also utilises the following topics Drawings
a practical as a guide in case the interviewee is shy, or the
purpose
conversation falls flat. Mental Mapping
Essential topics to cover:
Why it matters
• ID (name, age, address, contact), This will help you understand where are the
• residential history, important places and allow you to ask what
• General perception (what you like or what could be makes these places so important.
improved),
• what do you know about the place (place knowledge),
• place utilisation, What to do
• favourite or unusual places, In this exercise, the participant draws a bird’s
• problematic sites, eye view, or plan view, of the area where they
• place ownership,
live and the city where they live. They are not
• place changes,
given a reference (ref-er-uh ns, ref-ruh ns) Referecne
• support network,
• the daily schedule, photo but do it out of their own memory. Be (ref-er-uh
• work, sure to label things as you go. When the draw- ns, ref-ruh
• leisure time, ing is complete, discuss it, and you may add ns) the act
• education/school, of looking at
to it as you talk about the picture. When done
• the future, something for
• and closing (To see what did you like dislike about the make a photocopy of the picture. information
 When Activity schedule
There does not need to be a time limit or min-
imum
Why it matters
This is a method of measuring how young peo-
Places of interest ple spend their time. It is also a way to com-
pare/Check what is discussed in interviews. It is
Why it matters also a more systematic and measurable way to
This will help you understand where are the check what young people do, where they go,
critical areas and allow you to ask what makes and who they see. These schedules can be an-
these places so important.12 alysed to see if there are connections between
times, places, people, etc.15
What to do
This is a good exercise to engage in future or What to do
visioning drawing. If and when you’ve selected It should be done voluntarily and is best
a space to develop, take the young people to done by meeting up with the young people
it then in the space ask them to draw ideally to schedule the activity. The activity is most
what they would like to see in it. This drawing advantageous when a well-prepared form
Framework along with other drawings can be used as a has space for youth to write the times they
(freym-wurk) design framework (freym-wurk). Also, giving were doing a task as well as the location (View
a set of beliefs, the young person total freedom, ask them to resource appendix). This can be done with a
ideas or rules draw the places that are important to them. staff member or independently. If done alone
that is used as Make sure that as they draw, they are identi- make sure to meet up with the young person
the basis for
fying what or who is there, why they go there afterwards to fill in any gaps and to understand
making judge-
ments, deci- or why it is important to them, how does that what they wrote. You must respect the privacy
sions, etc. place make them feel. Provide as many sheets of young people as they may not wish to dis-
Icebreaker of paper as needed and have a variety of close everything for a myriad of reasons.16
(ahys-brey- drawing materials. Be sure to encourage the
ker) a thing drawing as it’s going on and encourage discus- When
that you do sion of the drawings. This discussion can be The schedules can be for a single day, a big
or say, like done during the drawing itself or afterwards.13 event, a week, or any other timescale.17
a game or a
joke, to make
people feel When Network mapping
more relaxed, This exercise should be done towards the
especially at beginning and can function as an icebreaker
the beginning
(ahys-brey-ker).14 Why it matters
of a meeting, The purpose is to visualise and see person-
party, etc. al networks to understand how youth define
 Research 53
Patriarchs their family. When compiled together we can Figure 1.2
(pey-tree- see who our community patriarchs (pey-tree- Example of a
ahrk s) the ahrk s) and/or matriarchs (mey-tree-ahrk s). Network Map
male head of a These systems can also help you understand and Code
family or com- the quality of life in the area. And all you are
munity
really just helping the young person construct
Matriarch a family tree.18
(mey-tree-
ahrk s) a What to do
woman who is
the head of a When constructing the diagram, a sensitive na-
family or social ture should be stressed as family dynamics are
group involved (i.e. one dad/mum, two dads/mums,
Grand parents, uncles/aunts, adoptions, etc.
all defined the bonds and authority figures in
families).

Draw the diagram:

Exclusion- • Gender can be complicated and exclusionary (ik-
skloo-zhuh n) have to young people identify the gen-
ary (ik- ders they see expressed, offering that gender is not
skloo-zhuh n) limited to men and women. A symbol to each gender(-
designed to circle = man, triangle = Women, Square = trans people,
prevent a par- Diamond = GNC/ other).
GNC Gender
ticular person Non-Conform-
• At the centre of the page have the young person
or group of ing: neither
placed them. Next, along with the same line, they can
people from male, female,
put their siblings.
taking part in nor trans-
• Above the siblings draw the parents and use lines to
something or gendered in
connect the siblings to the appropriate relatives. An “=“
doing some- the way they
means marriage, whereas a “≠” means divorce. If not
thing express their
married or unioned, just use a “--”.
gender.
• Allow young people to then expand: a dashed line
means adoption. A dotted line means very close friends/
family friend. An “X” means deceased. Add grandpar-
ents, extended family, and stay young person’s siblings. Ancillary
Normalise •Circle the people who live together. If enough time list (an-suh-ler-ee
(nawr-muh- ages, locations of groups, and there are many ancillary or, esp. British,
(an-suh-ler-ee or, esp. British, an-sil-uh-ree) details as
lahyz) to an-sil-uh-ree)
fit or make you see fit. in addition
something fit a to something
normal pattern See Figure 1.2 for example. Normalise (nawr- else but not as
or condition muh-lahyz) all family types and shared compar- important
 isons. Respect individual’s will to participate. of the work.
When done, have a young person walk you • Puppetry may take the longest unless you already
have puppets.
through the diagram. Feel free to ask probing
questions and observe who are the first groups Young people can separate tasks between
the young person lists.19 writing, performing, behind-the-scenes work,
producing, etc. even though the process varies
Kinestheti- When widely upon the form. It is also important to
cally (kin-uh- Drafting the diagram should take between 15 ask young people what are the traditional
thet-ik-al- to 30 minutes. It can be done separately or as forms of storytelling and how they might be
lee) Learning part of an interview.20 interwoven into the theatre.22
through move-
ment and tac-
tile expression; Role play, drama, & puppetry When
learning from Time is dependent upon the form. Role play
demonstration
and projects as Why it matters taking 15 to 30 minutes, drama 15 to 30 days,
This exercise is primarily for young people who puppetry may take a few months to make pup-
if from muscle
memory work best kinesthetically (kin-uh-thet-ik-al-lee) pets, write the script, etc. This activity can be
Contribute or to allow young people to contribute (kuh done at any time.23
(kuh n-trib- n-trib-yoot) indirectly to how they perceive
yoot) to give space, adults, power structures, etc. Perfor- Guided tours
something, mances, when written, directed, and per-
especially mon-
ey or goods,
formed by young people, can help you reach Why it matters
to help some-
a larger audience with a simple message. In This is a critical step toward seeing how the
body/some- making it a safe space, young people can young people perceive their environment. In
thing communicate the issues most relevant to them. particular what’s important, what’s safe/unsafe/
Remind young people that their performance new ground, and what are key spatial issues to
will be performed and discussed publicly so them. Moreover, it helps you understand how
push boundaries respectfully.21 young people traverse (trav-ers, truh-vurs) Traverse
the space and the interconnections between (trav-ers,
What to do paths. It Is also an opportunity to build stron- truh-vurs) to
Each form has its own advantages and can be ger relationships with the young people who cross an area of
Rehearsals used for different occasions or time limits. land or water
are guiding the tour. Take every opportunity to
(ri-hur-suh
gain new information and to continue to de-
ls) time that is • Role-play is assigning young people characters within
spent practis- their community or society and giving them a scenario velop key questioning.24
ing a play or to play out.
piece of music • The drama takes longer because it is written as well as What to do
in preparation performed and so takes time for rehearsals (ri-hur-suh l)
The tour itself can be done on foot or if cov-
for a public
performance

ing a large area by bike, which ever is pre-
ferred by the tour guide. Children and young
people should plan a guided tour; including
their favourite places, dangerous places (To
point out), unusual places, regularly visited
sites and other significant locations. While a
young person is leading the tour, those tak-
ing the tour should be taking notes with the
permission of the guide. The note should be
about the significance of the place as well as
a physical description of it. Excellent tours
must be given on the tour guides terms (i.e. it
is only the paths and locations they outline).
Also, ask those giving the tour to make a small
map of the route.25
When
The time to take the tour should not be forced
allow the tour guides to give it once trust and
rapport has been established. Propose the
tour at least two days beforehand to allow for
proper planning. Budget enough time with
a minimum of 30 minutes (and don’t forget
snacks if it will last over an hour).26
Photojournalism
Why it matters
Allowing young people to photograph their
environments through their lives is critical. It
establishes environmental perceptions, atti-
tudes about certain spaces, a visual database
of evidence, and subjects for further discus-
sion. Whether through photographs or video,
photography should not be done if culturally
inappropriate.27
Research 55
What to do
Given either a disposable camera or an inex-
pensive digital camera (or via phone if ap-
plicable), ask young people to photograph
important places, problematic places, and
other environmental moments. Be straightfor-
ward and brief with instructions so as not to
stunt their creativity. Give the young people
a set amount of time to take their photos and
when complete gather all participants togeth-
er. Together go through the photos and dec-
side to keep or nix photos collectively, with
the ultimate decision being made by the one
who took the picture. Always make duplicates
if able to do so. And allow young people to
work in groups or independently.28
When
The project will take a couple of weeks, but
not so long that the group forgets/loses inter-
est when planning think regarding an agreed
upon specific deadline. If to be done in one
day schedule a time to a particular meeting
area. Before you start the project, you should
introduce its purpose and how to use the cam-
era equipment, which should take under 15
minutes.29
Behaviour mapping
Systematic
Why it matters (is-tuh-mat-
This exercise is a cousin to Footfall Surveys
ik) done
and may be done at the same time. These are according to a
systematic (sis-tuh-mat-ik) observations of system or plan,
how space is used or not used. This exercise in a thorough,
will help you identify physical characteristics efficient or de-
termined way
 that define use, determine how it is used and
in what ways, and confirm or clarify what was
previously mentioned and observed. This, in
turn, will help you pinpoint key patterns or
cycles going on in the space. You might ask
yourself do the models confirm perceptions or
tell a story. Patterns may show lessons to learn,
Pedestrians guidance for pedestrians (puh-des-tree-uh
(puh-des- ns), how to make the space more user-friendly
tree-uh ns) a for all people, areas and means to improve, as
person walking well as to ensure what is working continues to
in the street
and not travel-
thrive.30
ling in a vehicle
What to do
As this is a process allow for it to evolve over
time and use all the way through. First train
staff and users on the purpose and process of
behaviour mapping. Altogether, create your
simple code, Nero down sites from previous
exercises, and confirm with Youths. Through-
out this process allow them to add/subtract
sites and select which sites they want to track.
These sites can be important or problematic,
formal or informal, they can be streets/paths,
hangouts, gardens, playgrounds. Pick places
where specific activities are done. Define the
place as welcoming or not. When you have
selected the areas you want to observe, create
a base map that can be easily photocopied.
Next the rest of the project. This will also help
you with when you know the time, date, and
weather. Using a simple code (like the one in
figure 1.3) plot that users in the space, their
activity, movement, times spent in the place,
number of people, and supplement these
observations with notes, commentary, photo-
graphs, and intensity of use. This also will help
you know which paths are used the most. At
the end when all the maps have been com-
pleted, combine all the maps to one master
for a broader pattern analysis. Organise these
results using an agreed-upon code. Present
your findings and analysis. This may be during
a workshop or a separate presentation. Al-
lowed space for group discussion of different
areas as well as time to compare and contrast
each space.31
When
Should be done as an initial investigation Investiga-
(In-ves-ti-gey-shuh n). Use in between time to tion (In-ves-
identify sites, make base maps, create a sim- ti-gey-shuh
ple code, and trained staff. This can be a time n) a scientific
intensive exercise, as mapping should be done or academic
over the course of the project. Vary time of examination
of the facts of
day, the day of the week, and even season.32 a subject or
problem
Survey
Why it matters
Questions are asked to gather a response on
what the community feels needs to be ad-
dressed. Those issues that get more ratings
are discussed or given priority in future plan-
ning. Needs, in these surveys, are described
Resilient
as broad community issues and not universal
(ri-zil-yuh nt,
needs or individual needs. This means issues
ri-zil-ee-uh
like a need for community play area as op-
nt) able to feel
posed to the lack of access to nature (universal better quickly
need) or the need for a swing-set in your back- after some-
yard (individual need). Surveys may focus to thing unpleas-
look at needs very broadly as in need to create ant such as
shock, injury,
a resilient (ri-zil-yuh nt, ri-zil-ee-uh nt) commu-
etc.
 Research 57
Figure 1.3 Example of a Behaviour Map
 nity through collaboration or very narrowly as can also be time-consuming. You must also
in need to empower a social housing commu- account for the time required to distribute,
nity which is threatened by being priced out.33 collect, and analyse the survey data. Taking all
this into account, plan to spend a few weeks of
What to do work on each part of the puzzle. Proper times
In planning the survey ask first what your pur- for an inquiry to be conducted may be when:
pose for surveying will be. When you have a
• The community asks for it
clear mission statement, create a list of objec- • You are starting the planning process
tives you wish to gain. Next, consider if this • There is disagreement or unclarity as to what the
is the right time (the next section will discuss need is
this) and if it is the right time ask yourself if you • You want to ensure there is community support 35
have the appropriate capacity/resources to
Conduct
(kuh n-duh-
conduct (kuh n-duhkt) the survey. If you can
carry out a survey, generally, according to KU
Focus Groups
kt) to organize (2016), the study should contain:
and/or do Why it matters
a particular • A preset list of questions Focus groups can be used to assess needs,
activity • A demographic sample/range of persons to answer to design interventions (in-ter-ven-shuh n), Interven-
the questions to evaluate policy options, to pilot-test data tions (in-ter-
Distribution • A distribution (dis-truh-byoo-shuh n) plan either to
collection instruments, to understand quan- ven-shuh n)
(dis-truh-by- perform the survey in person, via phone or via written
action taken
titative findings, to monitor/evaluate agency
oo-shuh n) mail/e-mail response.
to improve or
the way that • A means of processing the resulting data operations, amongst other things. These can help a situation
something is be done separately or can be done in conjunc-
shared or exists These are determined by the mission and tion.36
over a partic- objectives of your survey. By conducting the
ular area or Concensus
survey, you can see issues that you may not What to do
among a par-
have observed yourself. Private surveys allow (kuh n-sen-
ticular group of Within these operations a focus group is
a larger population to answer honestly and suh s) an
people self-contained and is reliant upon: opinion that all
objectively about their community. Depending
members of a
on the success of the study you will want to • Focused, specific questions
group agree
repeat at regular intervals or adjust the survey • Gathering a diversity of opinion and not agreement or
with
consensus (kuh n-sen-suh s)
to respond to any failure.34
• Creating a safe space for honest responses Moderator
• Using people with something in common (mod-uh-rey-
When • Being a manageable size for one person to interview ter) a person
There is no set time that you should perform • Performing multiple interviews across groups to ex- whose job is to
a survey. Creating the survey instrument takes amine patterns make sure that
• A well-trained moderator (mod-uh-rey-ter) leading a discussion or
a while to do and developing the questions the interview a debate is fair
 Research 59
• Coding, analysing and interpreting data • Understand the needs and assets of a community
• Get reactions to a plan before spending money on it
Keys issues of consideration are planning the • Evaluate how well a program is working or respond-
interview, writing the questions, recruiting ing to a need
people for the group, moderating the groups, • Develop ways in which a program may be improved38
and explaining results. In planning, one must
consider time, money, and other constraints.
Writing the questions follows the same pro-
cess as writing survey questions; however, they
must be open-ended and the proper amount
of questions based on the time limit. Recruit-
ing people can be involved as there may be no
obvious benefits. Therefore it becomes import-
Incentivise ant to incentivise (In-sen-ti-vahyz) participation
(in-sen-ti- through money, food, gifts, and alternatively,
vahyz) some- through promising that the responses will be
thing that valued, your time will be well spent, or that
encourages your responses help build community. Mod-
you to do erating the interviews are awkward because
something
you must ensure that participants are always
comfortable and given an equal voice. When
all this has been completed, the last step is
analysing the data. This means coding the
information based on common words, phrases,
concepts, and ideas. These are then processed
to see how much it was talked about and how
it was talked about. This qualitative data is rich
in detail and information but often takes a long
time to synthesise.37

When
Much like surveys, the set up for this takes a
long time. Moreover, there is no set time to
that is right to perform this, in fact, it can be
done whenever. An excellent opportunity to
conduct a focus interview is when you want to:

• See how people perceive their community

 STORING DATA
hard drive or shared drive at your place of Periodically
employment. While it offered the convenience (peer-ee-
of location, it also is at risk of theft or damage od-ik-al-lee)
from the elements. Remote storage removes in a way that
that fear as a software allows automatic back- happens fairly
often and reg-
ups by sending them periodically (peer-ee- ularly
Storing data correctly is critical. Most od-ik-al-lee) to a third party (thurd; pahr-tee). Third Party
of what we collect data-wise these days are While this removes the concerns of on-site, (thurd; pahr-
Tempermen- stored on computers which can be tempera- it should be noted that remote storage often tee) a person
tal (tem-per- mental (tem-per-uh-men-tl, tem-pruh-men-tl, needs an internet connection and a very reli- who is involved
uh-men-tl, tem-per-men-tl) and subject to the elements. able third party to store the data. Both should in a situation in
tem-pruh- Because we live in uncertainty, be confident be used. When backing up, follow these best addition to the
men-tl, tem- your data collected will be stored safely, so practices: two main peo-
you won’t have to do it all over again. Consid- ple involved
per-men-tl)
having a er how to store data and how to back it up as • Develop a clear plan: what needs to be saved? Where
tendency to well as what data needs to be stored different- are we saving it? How often do we back it up? And
become angry,
ly than others. who’s in charge of the procedure (pruh-see-jer) and Procedure
excited or up- monitoring? (pruh-see-
set easily, and • Think beyond: what files are difficult to reproduce
You should use data at work, number jer) a way of
to behave in an and what files stored on other computers outside of the
doing some-
unreasonable one. It’s important, and it doesn’t have to be office need to be backed-up?
thing, especial-
way “BIG” data to have a big effect on your job. • Prioritise: Databases and anything to do with account-
ly the usual or
ing should definitely be backed-up and backed-up
Consider storing your data on a cloud-based correct way
regularly. Also, ask yourself, does every single file need
platform that will allow you to access it any- to be backed-up?
where and on any device that has access to the • Access (ak-ses) to files: if storing remotely, what data Access (ak-
internet. You may also want to consider how will you need in case the internet goes down, or you ses)
to best keep the data secure. There are means don’t have access to it? How will you save these files? 1) a way of en-
• Store & Protect: for on-site back-ups follow a 2x2x2 tering or reach-
of encrypting data or giving files a password model—2 people in 2 different locations each have 2 ing a place
that you may want to use, especially if the data reserves stored safely. Store one of these two outside 2) the oppor-
includes banking information or addresses.39 It the office. tunity or right
is also important to back up your files regularly • Test your plan before you actually need it. 41 to use some-
so as to avoid messy situations.40 thing or to see
You should also be conscious of the somebody/
something
Take time to save time in the future type of data that you are storing. Figure 1.4
through backing up files on the computer(s) shows you what types of data to avoid. More
you’re using for the project. You can choose clearly:
to store data in one of two ways—on-site or
1. Be aware of any compliance standards that apply to
remotely. On-site means storing the data on you, especially if you seek to store bank information.
 Research 61
2. Be cautious about duplicates when downloading,
uploading, and sharing data from external sources.
3. Only download the data that you need, can under-
stand, and will uses stand, and will uses
4. Make sure old data can still be used, and if so, that it
still links up to where it’s supposed to link
5. Just because there can be a field in a spreadsheet
or database does not bona there needs to be one. Trim
the fat where you can.42

Following these tips can ensure that your data

is well stored and will last for future projects.

Figure 1.4
Considerations for Data Collection
and Storage
This fiugre shows when it can be
dangerous to collect and store data.
Not all data is good data, and some
can be toxic for you and your organ-
isation. Be careful when you collect
and store data so as to avoid messy
situations.
(Source: https://www.bwf.com/published-
by-bwf/when-not-collect-store-data/.)
Protocol

HUMAN PARTICIPATION
(proh-tuh- not already regularly interact with minority or
kawl, proh- low-income groups so as you avoid offending

+ SENSITIVITY TRAINING
tuh-kol, them in the process. Moreover, these groups
proh-tuh- are often promised this and that without ac-
kohl) tually seeing any results.47 Be sure to ensure
1) a system them that the research they are taking apart of
of fixed rules There is no set way to conduct research. will be used and create means for them to see
and formal There is, however, a clear right and wrong way the results of the study.
behaviour to do research. Before you start, make sure
used at official that any research you do is done so by national
meetings, usu-
research protocols (proh-tuh-kawl, proh-tuh-
ally between
governments kol, proh-tuh-kohl). Mainly you want to ensure
2) a plan for that there will be no harm to any human par-
performing a ticipants, inform them of the purpose of the
scientific exper- study, and inform them of any benefits from
iment or medi-
the research that directly applies to them.
cal treatment
These are the basics, but your country may
Precautions have additional precautions (pri-kaw-shuh n)
(pri-kaw- to take when conducting research with human
shuh n) subjects. There are some case studies of neg- Negligent
something
ligent (neg-lih-juh nt) research, notably the (neg-lih-juh
that is done in
advance in or- Tuskegee Syphilis Experiment,43 The Stanford nt) failing to
der to prevent Prison Experiment,44 and the experiments of give some-
problems or to Joseph Mengele in the Holocaust.45 While body/some-
avoid danger thing enough
these represent an extreme, it is important to care or atten-
Sensitivity make sure no harm will be brought upon par- tion, especially
Training ticipants and that they will gain the maximum when this has
(sen-si-tiv- benefits. serious results
i-tee; trey-
ning) a sem- Furthermore, it is no doubt that minority
inar provided and low-income groups need to be better rep-
by a workplace
to inform it’s
resented.46 You will most likely want to make
employees on sure that these groups have a high status in
issues of diver- the decision-making process so that the plan
sity often to or program you create is usable to all people.
defuse tensions It might be wise to take a sensitivity training
brought on
from harass-
(sen-si-tiv-i-tee; trey-ning) course if you do
ment
CONCLUSIONS
Research 63
to genuinely engage with the data that you
have collected to discover new things about
your community and hopefully determine the
best programs and plans to implement.

Putting Data to Use

Who ever you are, I suggest that you fo-
cus your research on the younger generations
who are typically excluded out of research
studies. Young people belong to a community
of their own that often get overlooked by city
planners. Iveson notes that there is a series of
groups that fall into discourses of a community.
These groups can be seen as those:

1. Autonomous/Capable individuals in neoliberal states

2. With short-term problems needing some assistance
3. Requiring the training to become fully capable (and
protected until then)
4. Unable to exercise their autonomy due to incompe-
tence
5. Individuals, who disrupt the system and are like this
removed 48

Children and young people fit into many of

these categories. Therefore it becomes criti-
cal to engage with them. To think sustainably
towards the future the need for young people
must be at the centre of societies and plan-
ning.49

The following section will give you some

tools to assess and analyse the data you’ve
collected. There are a million ways in which
one can interpret data and what follows is only
a drop in the water. But it does provide a way
ANALYSIS
 INTRODUCTION
An analysis is something we all do on
a regular basis. When solving a puzzle, we
all look at the pieces first and try to figure out
patterns and relationships. To do so, we anal-
yse each piece based on its shape and the im-
Correlate age on it. Another key to analysis comes from
(kawr-uh- this metaphor in that we might think a piece
leyt, kor-uh- should match with another because maybe
leyt) one of the form or the images match, but when we
two or more
facts, figures, put them together, the pieces just don’t click.
etc. that are Often in analysis we think two or more things
closely con- must be related, that because they correlate
nected and af- (kawr-uh-leyt, kor-uh-leyt)—to find a close
fect or depend similarity between two things, to work out the
on each other
way in which they are connected or the way in
Influence which they influence (in-floo-uh ns) each oth-
(in-floo- er—does not mean that they cause each other.
uh ns) the Always remember the key to analysis is that
effect that
somebody/ “correlation is not causation.” You must be
something has able to prove that one thing is a cause undeni-
on the way a ably. Most of the time you will find that there
person thinks is not one direct cause, but rather a whole
or behaves host of issues. The following analysis methods
or on the way
that something will allow you to pinpoint these problems and
works or devel- develop a means to solve them in your com-
ops munity. More important, it will also help you
Cultivate to see what some assets in the community are
(kuhl-tuh- that you will want to cultivate (kuhl-tuh-veyt).
veyt) to devel- Then the end of this part will walk you through
op an attitude, a SWOT analysis and help you draft a Commu-
a way of behav- nity Needs/Assets Assessment.
ing, etc.

CODING
QUALITATIVE DATA Exclusions/Inclusion
The analysis will not only help you get
Crux
at the crux (kruhks) of the issue, but it will give
you answers on how to recommend solutions.
(kruhks) the
most important It is important to view it from many angles to
or difficult part get the solution, that’s where the beauty lies.
of a problem or After all, if it weren’t for light rays refracting
an issue off the angles in a prism or like a raindrop, we
would never get a rainbow. When you don’t
analyse something regarding its social or
economic effects, you don’t obtain the actual
cost/benefit of it.1 The analysis is the prism
and planning will be the rainbow. To crack the
prism, you’ve got to crack the code. Coding
data means taking something and giving it a
distinct characteristic that represents a differ-
ent value. For example, if I decide to colour
code a binder for my planning materials, I
might assign blue to all materials dealing with
research, green to all materials dealing with
analysis, yellow to all materials dealing with
planning. This code helps me easily and quick-
ly recognise that analysis is different than plan-
ning and should logically be kept separate. If
you performed the relationship map from the
previous part of this guide, then you are famil-
iar with the fact that shapes and lines repre-
sented a particular value or relationship. The
type of analysis and coding follows a similar
logic. Given a set amount of information you
will separate the whole into its parts so you
can understand how it all works. Many people
Analysis 67
have a hobby of taking things apart only to fig-
ure out how to put them back together again.
An analysis is a very similar exercise.
Analysis
Many people and communities are
excluded out of jobs, communities, deci-
sion-making and ultimately real power. The
inclusion of such people into self-owned busi-
nesses, block clubs, politics, and ultimately real
responsibility represents positive change. The
idea behind this type of analysis is to deter-
mine how people are excluded to figure out
ways to include them.
Ali Madanipour pinpoints four types of exclu-
sion:
• Economic exclusion stems from a lack of access to
resources, especially jobs.
• Political exclusion is disenfranchisement and withdraw-
ing representation.
• Cultural exclusion is marginalising of religions, lan-
guages, someone that is not in the mainstream society.
When these occur as barriers in space, they
Socio-Spa-
limit our experiences. National borders and
tial (soh-
neighbourhood divisions can represent a so-
see-oh-
cio-spatial (soh-see-oh-spey-shuh l, soh-shee-
spey-shuh l,
oh-spey-shuh l) barrier and contested space.
soh-shee-oh-
Property markets commodify land creating
spey-shuh l)
both valuable land to develop and invaluable how social pro-
lands that decay.2 cesses come to
life in a given
space
 Assign some code for economic ex-
clusion, political exclusion, cultural exclusion
and physical barriers. For example, let’s attach
green for economic, blue for political exclu-
sion, yellow for cultural, and orange for physical
barriers. I can then look back at notes and use
those colours to highlight whatever falls into
those categories. Let’s look at the following
made-up example about a young girl named
Noora
From this blurb we discovered that
Noora’s community might be excluded due
to a lack of available jobs, little money going
into improving the community, poor represen-
tation, some possible discrimination based on
language and religion, and a notable division
between her community and the near one.
From this, we can think of inclusive measures
to recommend. For example, a mosque or
Islamic cultural centre for the community could
get constructed out of the now abandoned
building. More signage in the area could be
made dual-lingual incorporating both Arabic
and English. Classes on how to speak English
as well as job training could be offered at the
cultural centre to employ those who lost their
jobs. Community festivals or political ventures
could establish better relations with surround-
ing neighbourhoods. While these suggestions
are helpful first steps, inclusion does not nec-
essarily solve the problem.
Noora’s Story:
…It was very hard for me growing up here when
I was little, because everyone in my family only
spoke Arabic, which no one else really knew. This
is why I didn’t talk a lot in school, nor really un-
derstand what was going on until about 1st grade
when we started learning English. I tried to study
hard and teach my family, but at the same time the
factory where my father was working was shutting
down because it was found out that the owner was
bribing our councilman. When it left it took aways
a lot of jobs and left a really large empty building.
The building is really cool and my friends and I will
go there to play. Some of our parents also go there
to pray, as there are very few mosques available for
use to worship in our community. Although they
have tried to get the city to allow them to make
one in other buildings, the city keeps saying no
for reasons that I don’t really understand. My dad
says the city has been like this since we’ve come
here and that it’s hard for any of the city council
members to pay attention to us. My dad often
complains that the taxes he pays aren’t getting
used in the schools or to fix up the community. My
father has formed a group with other people in our
neighbourhood in some sort of party for our street,
although I rarely see them actually do any party
stuff. They mostly talk about the people they know
and how those people can maybe help them solve
this problem. …I just like to play, though, mostly.
There are some parks in our community, although
my favourite is in another neighbourhood that
my mother doesn’t like me going to because she
thinks it’s dangerous…
(more on the next page)

Iveson notes that even inclusionary
Designated practices such as creating space designated
(dez-ig-ney- (dez-ig-ney-tid) for young people is still ex-
tid) to say clusionary and limiting. Young people abide
officially that
by the rules managed by adult run agencies.
somebody/
Furthermore, space can easily be identified
something
has a partic- by authorities when it is separated. Other
ular charac- approaches such as creating space for ‘le-
ter or name; gal graffiti’, still—as Iveson puts it— ”accept
to describe the dominants framing of (illegal) graffiti as a
somebody/ ‘problem’ for urban policy.” 3 Exclusion can be
something in a
seen likewise in the creation of skate parks, an
particular way
activity that can be practised in a single space
but may be illegal elsewhere in the city. Fur-
thermore, this area is targeted by authorities if
we see skaters as an antisocial youth. It is also
important to highlight areas of engagement,
where we move past what is excluded and
included and to what we can learn through
giving power to others to learn from them. If
we take the bit of the story that was left out,
we may see this. Engagement is highlighted in
the colour pink
From this, we can see that we’ve moved
past mere inclusion through giving power to
the people in the community. Kids decide on
what activities they want to do and a guided
to set goals. The block club engages with the
whole community to decide how to spend
Facilitate the money. The city gives funds to community
(fuh-sil-i- block clubs to spend on things that they want.
teyt) to make The city could improve their engagement by
an action or a also sending a representative to facilitate (fuh-
process possi-
ble or easier
sil-i-teyt) such discussions.
Analysis 69
I love going to the Girl’s Club after school because
they have lots of activities for us to do. It is run by
other women in the community who ask us what
kind of activities we want to do at the club and also
any activities that we want to do in the community.
Together we set weekly goals for what we want
to get accomplished and the women who run the
club help us find ways to get those goals to work.
My favourite instructor is Ms. Jam who teaches
dance. She helps me with my school work and
teaches me how dance can help me become more
focused in school. Which is good, because school,
when I was younger was really hard…
…because my dad and the others formed this
block club, he says that he can register as some-
thing official in the city. The city will give him
money to use in the community, but the city has
not told him what he can use it for. More and more
people come to our house everyday to talk with my
dad on how they want to use the money. Because
there was so many, he held a meeting for people
to come together to talk about how the money
should be used. They have decided to use some of
the money for community activities and save some
of it to invest in the abandoned factory….
…My mom thinks it’s dangerous because there are
a lot of protests in this park over the violence that
goes on in the neighbourhood. My best friend lives
by the park and her mom has started a group for
the women in the neighbourhood who lost their
children to gun violence. She and the other moms
work together to inform the community of violence
and also run a number of really fun clubs. It sounds
like my girls club, in that my best friend’s mom
gives kids and teenagers fun activities to do. She
says that she just wants to give kids things to do
that will keep them out of trouble so they have rap
battles, dance contests, and other cool things to
do that the kids in the community decide.

Heres what we now know about the communi-
ty based off of this analysis:
• There seems to be a language barrier
• A major employer has left
• There appears to be some religious discrimination
• The community is possible disenfranchised
• There seems to be tension between surrounding com-
munities
• there are some opportunities for youth to design
programs
• The father’s block club has a government grant
• The community is involved with how to use the grant
There is still much more that you can analyse.
The following will show another method fo-
cused on the engagement in another way. It
supports the idea of citizen control proposed
by Sherry Arnstein.
Allocation analysis
One strategy is to determine how to distrib-
ute resources amongst a community. In Sherry
Arnstein’s a ladder of citizen participation, she
notes that this can act as
The strategy by which the have-nots join in determining
how much information is shared, goals and policies are
set, tax resources are allocated, programs are operated,
and benefits like contracts and patronage are parcelled
out. In short, it is the means by which they can induce
significant social reform which enables them to share in
the benefits of the affluent society.4
You can use these as measures to see how
resources are allocated in the community. for
example, let’s say I use the following code:
I love going to the Girl’s Club after school because they have lots of
activities for us to do. It is run by other women in the community who ask
us what kind of activities we want to do at the club and also any activities
that we want to do in the community. Together we set weekly goals for
what we want to get accomplished and the women who run the club help
us find ways to get those goals to work. My favourite instructor is Ms. Jam
who teaches dance. She helps me with my school work and teaches me
how dance can help me become more focused in school. Which is good,
because school, when I was younger was really hard. It was very hard for
me growing up here when I was little, because everyone in my family only
spoke Arabic, which no one else really knew. This is why I didn’t talk a lot
in school, nor really understand what was going on until about 1st grade
when we started learning English. I tried to study hard and teach my family,
but at the same time the factory where my father was working was shutting
down because it was found out that the owner was bribing our councilman.
When it left it took aways a lot of jobs and left a really large empty build-
ing. The building is really cool and my friends and I will go there to play.
Some of our parents also go there to pray, as there are very few mosques
available for use to worship in our community. Although they have tried to
get the city to allow them to make one in other buildings, the city keeps
saying no for reasons that I don’t really understand. My dad says the city
has been like this since we’ve come here and that it’s hard for any of the
city council members to pay attention to us. My dad often complains
that the taxes he pays aren’t getting used in the schools or to fix up the
community. My father has formed a group with other people in our neigh-
bourhood in some sort of club for our street, although I rarely see them
actually do any club stuff. They mostly talk about the people they know
and how those people can maybe help them solve this problem. Because
my dad and the others formed this block club, he says that he can register
as something official in the city. The city will give him money to use in the
community, but the city has not told him what he can use it for. More and
more people come to our house everyday to talk with my dad on how they
want to use the money. Because there was so many, he held a meeting for
people to come together to talk about how the money should be used.
They have decided to use some of the money for community activities
and save some of it to invest in the abandoned factory. I just like to play,
though, mostly. There are some parks in our community, although my fa-
vourite is in another neighbourhood that my mother doesn’t like me going
to because she thinks it’s dangerous. My mom thinks its dangerous be-
cause there are a lot of protests in this park over the violence that goes on
in the neighbourhood. My best friend lives by the park and her mom has
started a group for the women in the neighbourhood who lost their chil-
dren to gun violence. She and the other moms work together to inform the
community of violence and also run a number of really fun clubs. It sounds
like my girl’s club, in that my best friend’s mom gives kids and teenagers
fun activities to do. She says that she just wants to give kids things to do
that will keep them out of trouble so they have rap battles, dance contests,
and other cool things to do that the kids in the community decide.
 Analysis 71
Patronage • determining how much information is shared One last note is in regards to physical
(pey-truh-nij, will be pink improvements. Regarding allocation, Paul
pa-truh-nij) • determining what goals and policies are set Davidoff makes a critical observation, “It has
the system will be orange been found that the allocation of funds for
by which an •determining how tax resources are allocated removal of physical blight may not necessarily
important
will be blue improve the overall physical condition of the
person gives
• determining what programs are operated will community and may engender such harsh Engender
help or a job to
somebody in be green social repercussions as to severely damage (en-jen-der)
to make a feel-
return for their • and determining how benefits like contracts both social and economic institutions.” 5 In ing or situation
support and patronage (pey-truh-nij, pa-truh-nij) are this particular analysis we will not look at how exist
Parcelled parcelled (pahr-suh ld) out will be yellow these type of allocation effect blight (blahyt)— Blight
(pahr-suh ld) damaged, spoiled, and otherwise unattractive (blahyt)
to divide some- something to
thing into parts areas or specific objects—in communities. For
spoil or dam-
or between example, some States in America and Provinc-
age something,
several people es in Canada use an economic strategy called especially by
Tax Increment Financing (TIF). This process causing a lot of
that directly targets blighted areas to freeze problems
taxes and gain revenue to later allocate to
physical improvements. We would not con-
sider this type of allocation in our assessment
because the results from TIF is often a mixed
From this analysis, we can define re- bag—benefiting some communities while di-
source allocation in the community. First, it is minishing others or allocating the funds with-
unclear for what the community can use the out consultation of the community.
money from the city. Secondly, the commu-
nity itself does an excellent job at creating Taking all of this into account here’s
Trans-
programs that call upon its citizens to create what we now know about the community
parency
goals and policies. Next, we may question how based off of this analysis:
Revenue (trans-pair-
wisely the city uses the tax revenue (rev-uh
(rev-uh uh n-see,
n-yoo, rev-uh-noo) it collects from this commu- • The community has a tradition of self-help
n-yoo, rev- • The community does a good job at allocating its trans-par-
nity if they don’t see improvements. Unequal
uh-noo)
resources uh n-see)
distribution could also be tied to the possible • The city may lack transparency (trans-pair-uh n-see, the quality of
1) the money
disenfranchisement as noted earlier. Lastly, we trans-par-uh n-see) and could share information better something,
that a govern-
see that there has been patronage in the com- • The city may be unevenly allocating its tax revenue such as a
ment receives
munity, and while the city did a good job at • The city deals with patronage situation or an
from taxes or
argument, that
that an orga- getting rid of it, they did a poor job in the fact
nization, etc. There is still much more that you can analyse. makes it easy
that their actions got rid of much-needed jobs. to understand
receives from The following will show another method fo-
its business
 cused on how personal and community capital
can be better allocated. It supports the idea
of using five different types of capitalism as
proposed by Paul C. Godfrey.
Capital analysis
Capital is the wealth we accumulate
over time that we use to produce more wealth.
Much of what we think as capital is usually
viewed only as physical capital and or money.
However, Paul C Godfrey, amongst many other
scholars, separates capital into many different
forms. Godfrey determines five types of Capi-
tal––institutional, social, human, organisational,
and physical.6 This analysis works in several
parts. First will be a review of the five forms of
capital. Next will be an identification of those
main types. Then we will break those down
into their subcategories. Lastly, we will find
connections between them.
Institutional Capital
“The large social structures that provide
Cognitive meaning and structure to social life.” 7 Institu-
(kog-ni-tiv) tional capital can be divided up into
connected
with mental 1. Regulatory: bodies that enforce laws and regulations,
processes of like patents, create formal rules. A rational choice model
understanding allows us to use these rules to reach our goals but does
not defend them.
Normative
2. Cognitive (kog-ni-tiv)/normative (nawr-muh-tiv):
(nawr-muh- bodies that enforce mind-frames and value systems, like
tiv) describing moral institutions. These informal rules rely on tradition
or setting stan-
dictated by an authority whose power rests in the family
dards or rules and whose judgment provides meaning.
of behaviour
This type of capital is the basis for other forms
of capital and development. Institutions may
be seen as constraints on our behaviour as has
been socially constructed to sustain social life.
Multifaceted (muhl-tee-fas-i-tid, muhl- Multifacet-
tahy-fas-i-tid) structures are resistant to change ed (muhl-
and provide stability. Institutions define conse- tee-fas-i-tid,
quences that build accountability. Institutions muhl-
with abstract norms provide purpose through: tahy-fas-i-
tid) having
• Cognitive: how we understand our surroundings many different
• Normative: how he ethically determine right from aspects to be
wrong considered
• Regulatory: the consequences of our actions and what
we get
All of this makes institutional capital the slow-
est to change while influencing other forms of
capital. Weak institutions have rules in place,
but don’t use them to play the game instead
they focus on curing symptoms. Institutions
can be made stronger. Organisations need
leaders who:
• Provide vision,
• Can concentrate on details,
• have patience,
•and listen to opposing voices 8
Social Capital
“The resources available to us by vir- Virtue (vur-
choo) an
tue of our relationships with family members,
attractive or
friends, and associates.” 9 In layman’s terms,
useful quality
this refers to any groups we belong to and
everyone we know, i.e. our network. Social
capital can be divided up into:
1. Bonds: those relationships we have that have intrinsic
 Analysis 73
Associates meaning in the family. These relationships are defined • Understand the social context of their clients, Tangible
(uh-soh- by strong ties like family and friends are “…Social re- • Avoid being the big chief, (tan-juh-buh
lationships, norms, and obligations that exist within an • And build social capital through networking12
shee-it, l) that can be
identifiable group.” 10 Strong tie centres us in society in
uh-soh-shee- clearly seen to
Human Capital
creating bonds. exist
eyt, uh-soh- 2. Bridges: these are relationships we have they create
see-it) a instrumental games through our ability to leverage
person that you them. Weak ties define relationships like associates
work with, do (uh-soh-shee-it, uh-soh-shee-eyt, uh-soh-see-it) and
“Knowledge, skills, and attitudes Schema
business with acquaintances (uh-kweyn-tns-es). Weak ties are “… that produce tangible outcomes and create (skee-muh)
or spend a lot voluntary relationships with people from different social wealth.” 13 Human capital can be divided up an underlying
of time with groups” 11 held to a mutual (myoo-choo-uh l) interest into: organization-
Aquaintanc- or benefit. Weak ties build bridges as we exchange al pattern
es (uh-kweyn- resources and information flows. 1. Head: our knowledge/ schema (skee-muh) that cre- or structure;
ates abstract notions conceptual
tns-es) a
2. Hands: our skills and experiences that are tangible, framework
person that you Social capital can often substitute, and regu-
know but is not latory systems are there an ability to comple-
tactile (tak-til, tak-tahyl), and concrete Tactile (tak-
a close friend 3. Heart: our embedded self-efficiency or willingness to til, tak-tahyl)
ment values systems. Enduring relationships work
Mutual and balanced episodic demands over time will
connected with
the sense of
(myoo-choo- build strong social capital. It is important to be • General: what we have that allows us to do broad touch; using
uh l) shared aware of what good and bad relationships due functions such as reading your sense of
by two or more • Specific: specialised skills that are valuable only in a touch
people to social capital. They provide: given context
Groupthink • Information
• Hidden: specialised skills learn through experiences
(groop- that protect class norms
• Tap into information flows
thingk) the • Blinds us through groupthink (groop-thingk)
practice of • Influence The three R’s defined head knowledge: Read-
approaching • Thoughts and opinions create dialogue and ing, wRiting and aRithmetic. Reading allows
problems or is- discourse us to communicate, tap into experts, and live
sues as matters • May also builds coercive (koh-ur-siv) depen vicariously (vahy-kair-ee-uh s, vi-kair-ee-uh Vicariously
that are best dency s) through others experiences. Writing allows (vahy-kair-
dealt with by • Solidarity ee-uh s,
consensus of • Sense of belonging us to communicate and create contracts––a
a group rather • Crabs in the bucket syndrome building block of institutional capital. Arithme- vi-kair-ee-
than by indi- • Resources tic, or maths, makes it possible to understand uh s) felt or
viduals acting • Connection to what money can’t give and use financial basics. Hearts can be realised experienced
independently; • Dissipates what you’ve gained by watching or
through a cultivation of patience and pride reading about
conformity.
in one’s work with discipline and honesty to
Coersive Ensuring that you build positive social capital somebody else
become a competent person. Together head, doing some-
(koh-ur-siv) will provide substantial benefits. Organisations thing, rather
using force or hands, and heart work best when we:
need leaders who can: than by doing
the threat of
it yourself
force
 • Reveal what’s hidden: uncover the rules that people You can structure in four different ways:
play by
Special- • Remember the heart is the heart of the matter: have 1. Purely informal: traditional methods of organisation
isation an individual compass of beliefs that guide you through in companies that are unregistered. This way allows for
and measures your progress
(spesh-uh- • Take your pulse: maintain contact with those you work
maximum flexibility with minimum state protection.
luh-zey-shuh
2. Purely formal: bureaucratic methods of organisation Legitimacy
with and remember those that cooperate with you to in companies with legal legitimacy (li-jit-uh-muh-see).
n) process of measure your progress (li-jit-uh-
This way allows for maximum scalability and profitability
becoming an with a minimum flexibility and innovations. muh-see) the
expert in a Furthermore, you should continue to encour- 3. Formal rewards in informal organisations: these are quality of being
particular area based on a fair
age you to gain a specialisation (spesh-uh-luh- often family businesses where the structure takes family
or acceptable
of work, study roles. These companies have legal legitimacy and
or business; the zey-shuh n) in skills so as to teach those rules reason
worked best in formal institutions with public infrastruc-
fact of spend- to others.14 ture but suffer from an endemic (en-dem-ik) uncertainty. Endemic
ing more time 4. Informal rewards in formal organisations: traditional (en-dem-ik)
Organisational capital
on one area of methods of organisation in companies that are unregis- regularly found
work, etc. than tered. These types of groups work best in markets that in a particular
on others handle scaling up, but where are the legal climate is place or among
Endeavours “Collective social endeavours we engage in challenging. a particular
(en-dev-er) or interact with that harness the powers of group of peo-
an attempt to cooperation between and competition among In the end, organisations need to recall: ple and difficult
do something, to get rid of
people.” 15 In layman’s terms, this capital is dif-
especially • Too much structure stymies flexibility,
something new ferent recipes and methods used to drive co- • Bureaucracy is hard to manage, but provides organi-
or difficult ordination between activities that you do with sation,
others. Organisational capital can be divided • Register your business to learn the process,
up into ownership and offices among a social • Small to medium firms produce innovation with better
focus on client needs,
group, with deliberate set goals, and which
• Formality does not always matter,
have clear divisions from other organisations. •And ownership can be broadly defined to participa-
Organisations can be/have: tion16
1. Informal: Authority rests on tradition as in familial
relations
2. Formal: Authority comes from rational choices out of
Physical Capital
laws regulations
3. Coordination: division of complementing labour. “The tangible, in financial, resources
Demonstrated through organisational charts. Success we employed to produce products or services
comes from how well the organisation executes its or exchange with others to create value.” 17
goals. Technology, or tools for doing something, is
4. Control: Authority that in shores balance on special-
isation and accountability between each other. Organ-
another term for physical capital. Technology
isational charts still in the communication as well as performs two functions: is made to fix needs
authority. and provides feedback through relationships.
 Analysis 75
Inventory
(in-vuh
Physical capital can be divided up into: Analysis
n-tawr- 1. Solid capital: tangible assets such as buildings,
homes, tools, and other equipment. Transformation Now let’s examine the same story again
ee, in-vuh creates value. Value is enhanced over time with proper and identify the types of capital. For example,
n-tohr-ee) all stewardship over you and your resources. Inventory let’s say my code will be:
the goods in a (in-vuh n-tawr-ee, in-vuh n-tohr-ee) is often confused
shop with solid capital, but unlike solid capital, inventory gets
Transac- used in one transaction––treating the symptoms rather • Pink for Institutional Capital
tion (tran- than the disease. • Orange for Social Capital
sak-shuh
2. Liquid capital: money, insurance, investments, and • Blue for Human Capital
credit that people use through transactions (tran-sak- • Yellow for Organisational Capital
n, trans- shuh n, trans-zak-shuh n) to gain value. The real value
zak-shuh • Green for Physical Capital
lies in exchange of value but becomes downgraded by
n) a piece of consumerism with no increases in capital.
business that is From this analysis we can determine five
done between Physical capital is only valuable if you used types of capital working:
people, espe- together with something else. Godfrey notes, • Institutional: community as an insti-
cially an act tution, schools as an institution, family, the
“it has to sit with the other pieces in the begin-
of buying or
selling ning, and it then shapes the entire puzzle over mosque and worship, and the city as an institu-
its lifetime.” 18 High physical capital relieves tion
Perpetrator
suffering, but also provides promise to solve
(pur-pi-
the victim-perpetrator (pur-pi-trey-ter) cycle. • Social: Women in the community, the
trey-ter) a
person who We should make sure physical capital acceler- community as social, family members, council
perpetrates, ates our other capital as opposed to stagnate members as social, representation as social,
or commits, an (stag-neyt) and consume. Whether through people coming together, and best friends
illegal, criminal, transforming solid capital or transacting liquid
or evil act • Human: Teaching dance, knowing
capital, physical capital “rarely, almost never,
Stagnate Arabic, learning/teaching English, jobs and
atones for the deficits in the other capital ac-
(stag-neyt) related skills, activities offered by the clubs
to stop devel-
counts.” 19 Your organisation should make sure
oping or mak- that it uses physical capital where:
ing progress • Organisational: The Girls club, the
• All of the puzzle pieces fit together, community as an organisation, school as an
• New capital replaces old,
organisation, the city council as an organisa-
• You avoid economic displacement,
• You observe how changes will affect the population tion, the mosque as an organisation, the city
over time 20 as an organisation, the block club, the group
in the other neighbourhood organised against
violence, and clubs.

• Physical: jobs, abandoned factory


building, mosques (or lack thereof) taxes, gov-
ernment grant, investment opportunities, and
parks
When we break those down further, we can
see that
• Institutional:
• Regulatory: schools as an institution and the
city as an institution
• Cognitive/Normative: community as an insti-
tution, schools as an institution, family, and the mosque
and worship
• Social:
• Bonds: family members and best friends
• Bridges: Women in the community, the com-
munity as social, council members as social, representa-
tion as social, and people coming together
• Human:
• Head: knowing Arabic, learning/teaching En-
glish, activities offered by the clubs
• Hands: Teaching dance, jobs and related skills,
activities provided by the clubs
• Heart: The father is forming a block club, the
little girl participating in clubs, and the moms coming
together for a common goal all represent drive.
• Organisational:
• Purely informal: community as an organisation
and the mosque as an organisation,
• Purely formal: school as an organisation, the
city council as an organisation, and the city as an organi-
sation
• Formal rewards in informal organisations: the
block club
• Informal rewards in formal organisations: The
Girls club, the group in the other neighbourhood organ-
ised against violence, and clubs.
I love going to the Girl’s Club after school because they have lots of
activities for us to do. It is run by other women in the community who ask
us what kind of activities we want to do at the club and also any activities
that we want to do in the community. Together we set weekly goals for
what we want to get accomplished and the women who run the club help
us find ways to get those goals to work. My favourite instructor is Ms. Jam
who teaches dance. She helps me with my school work and teaches me
how dance can help me become more focused in school. Which is good,
because school, when I was younger was really hard. It was very hard for
me growing up here when I was little, because everyone in my family only
spoke Arabic, which no one else really knew. This is why I didn’t talk a lot
in school, nor really understand what was going on until about 1st grade
when we started learning English. I tried to study hard and teach my
family, but at the same time the factory where my father was working was
shutting down because it was found out that the owner was bribing our
councilman. When it left it took aways a lot of jobs and left a really large
empty building. The building is really cool and my friends and I will go
there to play. Some of our parents also go there to pray, as there are very
few mosques available for use to worship in our community. Although they
have tried to get the city to allow them to make one in other buildings, the
city keeps saying no for reasons that I don’t really understand. My dad says
the city has been like this since we’ve come here and that it’s hard for any
of the city council members to pay attention to us. My dad often complains
that the taxes he pays aren’t getting used in the schools or to fix up the
community. My father has formed a group with other people in our neigh-
bourhood in some sort of club for our street, although I rarely see them
actually do any club stuff. They mostly talk about the people they know
and how those people can maybe help them solve this problem. Because
my dad and the others formed this block club, he says that he can register
as something official in the city. The city will give him money to use in the
community, but the city has not told him what he can use it for. More and
more people come to our house everyday to talk with my dad on how they
want to use the money. Because there was so many, he held a meeting for
people to come together to talk about how the money should be used.
They have decided to use some of the money for community activities
and save some of it to invest in the abandoned factory. I just like to play,
though, mostly. There are some parks in our community, although my fa-
vourite is in another neighbourhood that my mother doesn’t like me going
to because she thinks it’s dangerous. My mom thinks its dangerous be-
cause there are a lot of protests in this park over the violence that goes on
in the neighbourhood. My best friend lives by the park and her mom has
started a group for the women in the neighbourhood who lost their chil-
dren to gun violence. She and the other moms work together to inform the
community of violence and also run a number of really fun clubs. It sounds
like my girl’s club, in that my best friend’s mom gives kids and teenagers
fun activities to do. She says that she just wants to give kids things to do
that will keep them out of trouble so they have rap battles, dance contests,
and other cool things to do that the kids in the community decide.
 Analysis 77
• Physical: • Some influential groups could benefit from formality
• Solid: jobs, abandoned factory building, • The formal organisations that they do have are weak
mosques (or lack thereof), and parks and do not offer opportunities
• Liquid: taxes, government grant, and invest- • The community needs increasing physical capital in
ment opportunities the form of jobs and investment opportunities
• Some physical assets could be better utilised
• The potential of a mosque could provide a tangible
From this capital analysis, we can see asset that could bring people together through religion
definite assets and precise needs. Some assets and community.
include the community’s strong social, human, • Community benefits from organisation but needs bet-
and organisational capital. How the community ter institutions to improve its social capital
uses its relationships shows strong social capi- • Council members are untapped resources that can be
gained through bridging relationships
tal. How the community is willing to learn, gain • Better bridges between the community and the city
skills, and work together shows strong human need to be made to bring in more resources
capital. The sheer number of organisations
the community has and their range shows a
strong, diverse organisational capital; however
much of it relies on informality. This resource is
matched with weak institutional and physical
capital. This fault is a serious problem as insti-
tutional capital is the foundation of the other
assets, and physical capital is the glue that
holds them all together. That’s like building a
house of cards in a sand pit. Much of the insti-
tutional capital is weak because it is over reli-
ant on Cognitive/Normative structures which
give us no defined way of accomplishing the
goals we set. This fault is worsened by the lack
of physical capital coming into the community;
however, they are using what they are getting
wisely—using the money to make more mon-
ey through investment. Taking all of this into
account here’s what we now know about the
community based off of this analysis:

• The city as an institution and an organisation offers

little for the community off of to build
• Community members come together to solve prob-
lems
• The community has some skills that it could pool
 VISUALISING
QUANTITATIVE DATA
While qualitative data helps us see
more abstract patterns and relationships,
quantitative data gives us the hard facts. Read-
ing numbers can be tiring and the stories they
tell cannot always be apparent in written form.
Therefore it becomes essential to make the
numbers tell a story visually. For the most part,
this will take the shape of charts, graphs, and
maps. These tell a clearer story than a list or
table of numbers. Luckily there is a multitude
of software that you can choose from to input
data and then automatically produce graphs
and charts. For example, Google sheets is
a widely available tool that is useable with a
google account, which is free to make. Once
Annotate you’ve created the figure, be sure to annotate
(an-uh-teyt) (an-uh-teyt) it and use it to help tell a story. For
to add notes example, if I made a pie chart for the popula-
to a book or
tion of a city divided by its ethnic distribution,
text, giving
explanations or I would naturally comment on any disparities
comments and what that could mean for the level of di-
versity in the city.
Census Data
Given that you’ve gathered the majority of the
data from the Census as outlined in the last
part of the guide you should have quite a bit
of data. Now it’s time to convey that informa-
tion in a visual form. Here are some ways to
• When showing a static data set, like the population of
one year divided by categories, think about pie charts
or pictograms
• When indicating the change in a statistic over time
think about using a line graph
• When comparing two different data sets think about
using a bar chart or scatter plot
• When comparing the change in multiple data sets
over time consider using a line graph or bar graph
• When showing the ratio of a data set consider using a
pictograph
Use the graphs to make it clear what message
you are sending. In designing your visuals,
just K.I.S.S. them! (Keep It Simple Sam!) Also
remember people with impaired (im-paird) Impaired
vision, such as colour blindness. Usually, soft- (im-paird)
ware already takes this into account. You can damaged or
not functioning
be as creative as you would like to with por- normally
traying this information, just as long as the
message doesn’t get lost.
Let’s look at the census data from our
example under the qualitative analysis. Let’s
say Noora lives in a place with the statistics
presented in Tables 2.1-2 and Figures 2.1-5.
Using this data, I can produce the following
sets of visualisations:
• Figure 1: This data compares the number of men to
women. We can see from this that the two are equally
distributed although in reality there is a slim difference
of 0.2%.
• Figure 2: This data compares the ethnic or racial dis-
tribution in the local area. We can see a few ethnicities
dominate mainly European, African, and Middle Eastern
descendants. There is a relatively even distribution of
the others in much smaller amounts. Because not one
ethnicity is dominant, we can say that there is a fair
amount of diversity in the neighbourhood
• Figure 3: This data shows the linear movement
 Analysis 79
Table 2.1
Noora’s
Community
Statistics
These represent
the census statis-
tics from Noora’s
fictional commu-
nity. The statistics
themselves are
borrowed from a
number of dif-
ferent national
censuses
 Figure 2.2
Pie Chart of Racial
Distribution

Figure 2.1
Pie Chart of Different Sexes
 Analysis 81
of population from 1960 to 2010 in the local area. We
can see that although there was a sharp decline during
the 1960s, there was a quick rebound to almost the
1960 level over the next 40 years.
• Figure 4: In these data sets comparing the local and
city wide populations from 1960 to 2010. We can see
that as the local population was increasing, the city wide
population was going through periods of growth and
decline.
• Figure 5: this is an example of a pictogram that makes
fun of the Twitter community. Each single image rep-
resents a total number of people while the colours show
the ratios between them. We can tell the 70 out of 100
people don’t use Twitter and that 75 out of 100 have an
effective reach.

These are just a few examples of what you can

do with the data you’ve collected. Test your
resulting images on people in the community
to make sure they can easily understand the
Figure 2.3
picture’s message. Charts and graphs can be
Line Graph of Population
done to tell lies and false information. Make
Change
sure yours is telling the actual truth, not just
the truth you want people to believe.

Table 2.2
Population Change Over the
past 50 Years
This is for Noora’s fictional
community, city, and nation.
Note how they all move in
seperate directions. This is of-
ten true for any scale of places
in a singular country.
 Figure 2.5
Figure 2.4 Pictogram of Twitter Usership
Bar Graph of Population
Change Locally and City-wide
 Analysis 83
Population Projections Trend Extrapolation
This model is relatively easy if you have
Population projections are an important
step in the analysis in that they tell us the types a spreadsheet software like Excel or Google
Inherit (in- Sheets. Simply find the range of data you
her-it) now of users that may inherit (in-her-it) the proj-
would like to use for one particular place.
responsible for ect you are creating. Having a clear estimate
Download that data from the internet and trim
dealing with [a informs decisions-makers exactly how import-
it so that you only have the years and popu-
situation] ant your project overall will be for the follow-
Generation lations that you want. Make a line graph out
ing generations (jen-uh-rey-shuh n). There
(jen-uh-rey- of it. You should be able to customise them
are numerous ways to prepare a population
shuh n) all or edit the chart. Under series, you should be
projection, and some need a lot of data. The
the people able to add a trend line. Lost? Search “trend
following examples are useful in that they only
who were born line” in the help menu. Add the trend line and
utilise past census information, which is easy to
about the same you should then be able to choose a type—
time gather (depending on your census or statistics
typically linear, exponential, polynomial, log-
bureau).
arithmic, power series, or averages. Choose
which ever line is the best fit. When you’ve
found that line, you can then select to view
the equation. This formula is the equation you
Figure 2.6 will use for your projection, where x is the year
Trend Extrapolation of the since the first documented and r is the project-
City Wide Population Growth ed population.

For the next set of examples lets as-

sume that the population projection comes
from the previous census data in Noora’s
community shown in figure 2.6. If we input this
data into a spreadsheet, we can then create
a line graph. Following the steps above I can
find that the third-degree polynomial line fits
best and the equation is

Population = -500980803078.651 + (753522030.203*x)

+ (-377776.874*x^2) + (63.131*x^3)

This renders the results of 3,999,461 for

2015, 4,400,710 for 2020, 5,970,104 for 2030
Trends Ratio
This projection assumes some things. First,
it assumes that there is a direct relationship
between a given population and the popula-
tion of the larger region in which it exists. For
example, If the population of Bratislava is one
thing and the overall population of Slovakia is
decreasing, then we assume that in the future,
the population of Bratislava will also fall. The
projection is simple in that it only requires past
census data and research for a single projec-
tion for a larger area. When you have this infor-
mation you can perform this equation:
(P1/P2) * (PF1/PF2)
• Where P1 is the current population of the region you
are examining
• Where P2 is the current population of the larger region
• Where PF1 is the future population for the area you
are examining
• Where PF2 is the future population for the greater
region
You can also rearrange the equation to look
like:
PF1 = (P1*PF2) / P2
Using the data from Noora’s community, we
can compare the city-wide data with the na-
tional data. We can do this for the next inter-
vals of 2015, 2020, and 2030. Let’s say she
does some research and finds that the national
population is expected to be 353,701,421 in
2015, 353,650,482 in 2020, and 353,598,532
in 2030. She uses these values as her PF2 vari-
able. Using this in the equation she determines
that population will be 3,243,125 in 2015,
3,242,658 in 2020, and 3,242,182 in 2030.
Growth Rate
This model relies on you knowing the growth
rate between two census periods. This rate can
be easily calculated using the following formu-
la:
r = [(P2/P1)^(1/t) - 1] * 100
• Where P1 is the population for the region at the start
of the census period (Previous census)
• Where P2 is the current population of the region
• Where t is the number of years between the censuses
• where r is the growth rate
Using this growth rate, you can then calculate
the projected growth of the future population
using the following equation:
Pt = P0 * {[1 + (r/100)] ^ t }
• Where Pt is the population after the amount to years
selected
• Where P0 is the current population of the region
• Where t is the number of years chosen for the projec-
tion
• Where r is the growth rate
The assumption is that there will be growth
and that the previous growth rate will contin-
ue.
First using the data from the last ten years
in Noora’s community we can calculate her
growth rate to be 0.0286. Using this rate in the
above equation for the population projection,
we can see that the expected populations are
 Analysis 85
3,248,751 in 2015, 3,253,399 in 2020, and whole host of trends will continue. The Trends
3,262,716 in 2030. Ratio assumes that the proportion of the local
population and the larger region will remain
Exponential the same. Both the projections based on the
Growth Rate assume that the growth rate will
remain the same over the next interval of time.
This model assumes exponential growth will
The fact of the matter is that there is no way to
continue throughout the next several years and
know what the future will hold. Issues of carry-
that the same growth rate will continue. Using
ing capacity of neighbourhoods, availability of
the growth rate, you calculated before, fill the
jobs, and advancements in technology affect
following equation:
population sizes. What can be clear is that if
Pt = P0 * e^rt you plan effectively, whatever population that
does come in 15 or 30 years from now, your
• Where Pt is the population after the amount to years plan will have improved the community and
selected added value.
• Where P0 is the current population of the region
• Where e is the exponent
• Where t is the number of years chosen for the projec-
tion
• Where r is the growth rate

Using the same growth rate we discovered

before for Noora’s dataset, we can populate Table 2.3
it into this equation. Doing so, we can see Population Projection
that the expected populations are 3,742,825 Statistics for Noora’s
in 2015, 4,318,209 in 2020, and 5,747,935 in Community
2030. This table is summary of the
statistics calculated in the pre-
Visualising the trends. vious exercises

While it is useful to plot all of these projec-

tions on charts/graphs, using a single charts/
graphs to show them all at once is great for
understanding the range of each projection
(figure 2.7). In writing about each projection in
the caption of the image, be sure to state the
obvious assumptions each has. For example,
the Trend Extrapolation assumes that a
Figure 2.7 Population Projections for Noora’s Fictional Community for the next 20 years.
This graph plots all the population projections for the statistics in Table 2.3. Note that both Trend Extrabolation and Exponen-
tial show dramatic increase while the other two show a more gradual increase (or decrease even).

Land-Use/Zoning
Analysis
By now you hopefully have surveyed
your community where you are planning your
development or program, either by obtaining
official land-use documents or doing the more
Reconnais- “reconnaissance” (ri-kon-uh-suh ns, ri-kon-uh-
sance (ri- zuh ns) method described in the last part. The
kon-uh-suh key element of this analysis is to determine
ns, ri-kon- where and how you will develop your project.
uh-zuh ns) Part of this assessment will be looking at zon-
the activity of ing––legal codes that dictate what is allowable
getting infor- in use to separate inappropriate uses, prevent
mation about
an area for mil-
new development from interfering and main-
itary purposes, tained the character of communities. Most cit-
using soldiers, ies and towns have a readily available zoning
planes, etc map that you can get from the Internet. If you
cannot find this map on the Internet please
Permitted write to your local planner and ask if you may
(per-mit-tid) view the documents. Understanding the zon-
ing will help you figure out what is permitted
to make some-
thing possible (per-mit-tid) (development by right without
Conditional special zoning approval), conditional (kuh
(kuh n-dish- n-dish-uh-nl) (an allowance for particular uses
uh-nl) impos- to take place), or non-conforming (doesn’t
ing, containing, apply to any written zoning requirements and
subject to, or may be an exception to the rules).
depending on
a condition or
conditions; not As part of your analysis include a map
absolute; made of the land uses. Code the land uses by colour.
or allowed on Make a small chart that describes
certain terms
• The total land area is surveyed
• The number of properties for each land-use
• The total area covered by each land-use
Analysis 87
• The percentage of vacant lots
Feel free to annotate your map with any notes
on relationships between land uses and prop-
erties. As part of this analysis, you will also
probably want to follow through with a more
qualitative analysis of land-use in the commu-
nity. By answering the following questions, you
made it understands the scale of the neigh-
bourhood and how your project will fit. In your
land use analysis, seek to answer the following
Regional context
What are neighbouring communities doing?
What are their land-use decisions?
Is this community a node for something?
Community opportunities
Who are winners and who are losers?
Where are key centres in the neighbourhood?
What change will the projected populations
bring to the community?
Natural resources and soils
What type of environment is the community?
What was the previous type of environment?
What kind of soil does the community have?
Soil can be tested easily by
• scooping up samples,
• mixing them in water,
• letting it sit for a day,
• then measuring the amount of sand, silt, and clay that
settles.
• Use a soil triangle Calculator (as can be downloaded
from the Internet) to determine the soil type
For what are the soils suitable?
 Does the community have any natural resourc- Building out
es that need to protect? What would the land look like if all parcels
Is there any green infrastructure that the com- were built to the maximum height allowed in
munity uses? zoning?
What would it look like if all zoning was ap-
Cultural resources plied?
Are there any historic buildings in the commu- What zoning is now irrelevant?
nity?
Are there any museums in the community? Add to this analysis any drawings, mind
Are there any community centres in the com- maps; Community developed to plan draw-
munity? ings, and renderings (ren-der-ing) produced Rendering
Are there any parks in the community? by citizens in the qualitative research to en- (ren-der-ing)
What are the local businesses? And how long hance the visual quality of this land use anal- a representa-
ysis. This additional information can provide tion of a build-
have they been there?
ing, interior,
vital insights that your observations may have etc., executed
Utilities missed. This idea is right regarding land reuse in perspective
How was water managed in the community? and Cosco and Moore pick up on a fundamen- and usual-
tal understanding. They note, ly done for
How is electricity operated in the community
purposes of
What are other utilities in the community? presentation.
From the community’s perspective, the vacant land
What is the infrastructure capacity for these and buildings reinforced a negative image of economic
services? neglect and abandonment. For children, however, they
Where are these utilities located? were places to explore, mess around in or play football.
As in any city, the vacant lots offered space for a limited
range of activities; nevertheless, this space was more
Transportation systems than mere square footage. As we discovered through
What type of public transit is offered in the the initial phase of the standardised investigation, chil-
community? dren attached identity and meaning to vacant lots.21
Where is it?
Does there need to be more? Use these key insights along with your analysis
Brownfields for the next phase of planning.
(broun-feeld Growth
Footfall analysis
s) an industrial Where is the development expected?
or commercial
Where can infill take place?
site that is idle
or underused Where are Brownfields (broun-feeld)?
because of real Where are greenfields? Using the data that you have collected
or perceived determine the number of people who walk
environmental through space, each direction, for each time of
pollution. day, per minute or—if you have surveyed
 Analysis 89
people for a longer time—per hour. Next,
create ranges between the data. The evenness
of these ranges depends on the data. For ex-
ample, if the maximum number of people is 25
people and the minimum was 3, it would make
sense to have evenly separated the scales in
Skewed increments of 5. If the data is more skewed
(skyood) not (skyood), it will make sense for the ranges also
straight or level to be skewed and not even. Use these ranges
to label five different thicknesses for an arrow.
Using the arrows to represent the fields of data
and plot them on a map (see figure 2.8)

From this determine weak places in

footfall. What paths are popular and what
routes can be improved? Why are these other
tracks weaker in footfall? What can be done to
improve these routes? And so on.

Figure 2.8
Example Footfall Map
This is an example of what a
footfall map looks like. Note
the outlines of the blocks to
create the streets. Also, see
how a thicker line clearly gives
the feeling of more movement
than the thinner lines
DATA SYNTHESIS
This step is where you bring together
all of your findings and make connections—re-
membering that “correlation is not causation”.
When you’ve assembled all your evidence
together, see if there are any matches. One tip
is to make a circle with a few connections and
draw lines to related parts. Also, keep in mind
that these relations are nonlinear and rather in-
stead resemble a six pointed star in a hexagon.
When we do this type of analysis, we see that
there becomes obvious sources for commu-
nity issues and very clear assets that build up
communities. To do this analysis, you will do
something along the lines of mind-mapping.
Mind-mapping is a technique to organ-
ise your thoughts. From it comes concepts of
both scale and relationships. It’s a straightfor-
ward process:
• Summarise the information in 5 words or less
• Place all the points on large piece of paper so that all
points are well spaced out from each other
• Cycle the points
• Pick a starting point and draw a connection to either
point it has caused or what have cause it. Remember
that an arrow can be double-sided if they mutually
cause and affect each other.
• Next, determine the number of relationships that each
point maintains
• use this to organise a flow chart where each level
represents the relevant step in the process
From this, you will see how things relate to
each other. Moreover, the higher up in the flow
chart—i.e. the more relations one point has
to others—the larger the scale of the need or
asset is. This is critical as this will help sieve out
what makes the community strong and what
are smaller projects you can build upon to
assist in community needs.
At the end of this analysis, you will
determine assets, needs, and places of inter-
est. We have previously discussed assets and
needs, but we have not discussed the con-
cepts of places. One way think about places
is in a three tier system. Ray Oldenburg pro-
posed a three level division where the first
place is the home and the second place is
where you work. Thirds spaces are areas of so-
cial engagement where they can set aside the
obligations of the other two.22 “Third spaces”
or the places where people meet have been
shown to be crucial to fostering a sense of
community. These areas tend to be more at-
tractive when they offer free internet access.23
These spaces can be crucial to target as spots
to engage in for future participatory planning
activities.
 Analysis 91

FINDING THE HUMAN

acknowledged as having both the greatest
stake in long-term environmental stability and

CONNECTION
the capacity to act as protagonists in achieving
that sustainability.” 25 In the analysis that you
do, try to draw connections to youth in your
community. Stability comes when young peo-
Amongst all the number crunching and ple want to stay and invest in their community.
big picture thinking, it can often be easy to for- Find ways to improve upon this.
get about the little picture—people. Within all
of the analysis, recall that you are concerned
with people and how they interact with their
environments. Creating better conditions for
spontaneity should be the key to your plan-
ning mantra, no matter how small and mun-
dane.

In other ways, this analysis is about peo-

ple and their streets. Jane Jacobs demystify
some mundane goings-on of the city street. In
her seminal book, The Life and Death of Great
American Cities (1961), Jacob’s noted, “streets
and their sidewalks, the main public places of a
city, are its most vital organs.” If the city is “by
definition, Full of strangers…” one should be
able to feel safe among them. For Jacobs, fear
of a place comes from reoccurring violence on
the streets. The police do not maintain order
on streets; rather it is the people who actively
use the space. This is Jane’s “eyes upon the
street” concept of surveillance. When there is
a clear difference between private and public
and when it is continual, consistent uses roads
they may be considered safe.24

Lastly, this is a guide focused on the

involvement of young people in the planning
process. Karen Malone notes, “Children are
SWOT ANALYSIS
Now that you have synthesised your data and
applied the human element to it, there’s one
more piece of the puzzle—putting it into relat-
able terms. This is the neat little box that the
puzzle pieces come in that tell you what the
puzzle is about and what the bigger picture is.
A SWOT analysis offers the structure of that
box. Separate all that you have synthesised
into Strengths, Weaknesses, Opportunities,
and Threats.

Strengths: These are community assets that are already

adding value to the community, which can either grow
with proper care or wither with neglect.

Weaknesses: These are community issues and needs

that are depreciating the value of the neighbourhood,
which can either continue to mar the community or can
be addressed to promote positive change.

Opportunities: These are those changes to grow as-

sets or address needs to, regardless, promote positive
growth.

Threats: These are the needs that go unaddressed or

assets that we neglect which could lead to further com-
munity decay.

This final step prioritises what we can focus on

in the next step—planning. Opportunities and
Threats offer excellent starting points to raise
at community workshops to launch the con-
versation about what projects we need to get
done.
 CONCLUSION
Analysis 93
ogy in programs that make them sound like
the end all, be all and “that there are no neu-
tral grounds for evaluating plans…”.27 Com-
peting plans point out biases in plans and get
to the meat of the problem. Cross-examine
crucial evidence within each plan could be one
Defining the Core way performing this task. In the end, it could
potentially promote better research within
Issues planning.28

The analysis is done (for now). Now it is time

to pinpoint what is at stake. What are issues
that need to be handled first before anything
else can get done? These are your core issues.
Mould these into the objectives for your plan
and mission. But don’t lose sight of the other
needs and asset brought up in the analysis.
Use those as your overall vision. And remem-
ber, most of all, find ways to involve the com-
munity.

Monopoly The monopoly (muh-nop-uh-lee) over plan-

(muh-nop- ning and decision-making creates a limited
uh-lee) the analysis of community problems.26 When we
complete decentralise planning research and allow com-
control of trade munities to conduct their own, we find greater
in particular
goods or the
insights. The analysis takes what we gather
supply of a and makes it relatable. The next step makes
particular applicable to our everyday. The analysis is the
service; a type calm before the storm, getting things ready for
of goods or a the action that comes afterwards. In planning,
service that is
controlled in
another form of analysis could take place.
this way As you will discover, you never want a single
plan because rarely everything within it will go
accordingly. Instead, make several plans. Go
a step forward and make a planning competi-
tion. Competing plans could limit the terminol
PLANNING
INTRODUCTION
As you are starting to see, the role of
planners is quite diverse. They work on all
sides of the project. According to Davidoff, the
purpose of planning should be:
• Combining social, political values
• Understanding the functions of the city
• Recommending it improvements
• Being inclusive and informative
• Advocating for their values
• Promoting choice over assuming facts
• Rejecting prescribed methods
•And, most importantly, preparing plans1
Writing plans is important because much like
this guide, it creates an informed path towards
a better future. That being said the planning
field needs increasing accountability.2 That’s
where the work of this guide really comes in
handy. Through involving the community, you
are creating a more thoughtful, intentional
future.
You’ve got the information now to pro-
pel you into the planning stage. You have a list
of core objectives or issues that you want to
accomplish. I’m sure you have some ideas you
want to do. So before you draft a 100-page
plan, take a breather and remember it’s about
more than just your thoughts. This part will
introduce to your some frameworks to get the
community involved. It is also, as the central
message of this guide, to get young people
involved in the process. Freeman outlines a
list of things planners should do to take young
voices into account. She states “...planners will
need to:
• Be able to understand how both current and future
planning developments, designs and processes impact
on children;
• Recognise the changing and complex nature of chil-
dren;
• Develop an understanding of children and young peo-
ple’s environmental experiences;
• Understand what it is that children and youth want; …
• Be prepared to work with and behalf of children and
young people”;3 and
• Use children and young people as major resources for
their knowledge and insights
These come through cooperative pro-
cesses and shifting the work from professional
policy makers and planners to the local resi-
dents who are affected by policies and plans.
This part will also get you thinking about
how to design projects for young people and
children. More importantly, it will provide you
with critical planning processes and structures
that should be considered and mentioned in
all plans—decision-making processes, fund-
ing sources, a division of tasks, mission state-
ments, and vision. By incorporating all of this
into the plan, you can ensure that you will de-
liver something comprehensive and robust to
elected officials and key community members.
 Planning 97

THE PARTICIPATORY
explain the differences between real engage- Manipula-
ment/citizen power, tokenism and non-partici- tion (muh-

PLANNING STRUCTURE
pation. nip-yuh-ley-
shuh n) the
In 1969 Sherry Arnstein developed a model skilful control
by which one can judge the effectiveness of or use of some-
One key focus of planning should be thing
citizen participation and what the real citizen
how to integrate the pieces of a plan co- Consulta-
power should look like. She placed it on a
hesively with the pieces of the community. tion (kon-
metaphorical ladder, where the first two rungs
However, an issue after in planning is not just suh l-tey-
of manipulation (muh-nip-yuh-ley-shuh n) and
accountability, as aforementioned, but also shuh n) the
therapy represent non-participation. The next act of discuss-
accessibility and transparency. Deschief notes, three rungs––informing, consultation (kon- ing something
“Community networking initiatives in U.S. suh l-tey-shuh n), placation (pley-key-shuh n, with somebody
inner-city African American neighbourhoods, plak-ey-shuh n)––represent tokenism, forms or with a group
for example, have revealed positive impacts of participation but still largely inactivity. The of people be-
regarding increasing awareness of community fore making a
last three levels represent shows citizen power decision about
issues and resources, increasing communica- in the form of partnerships, delegated (del-i- it
tion and information-sharing among residents, gey-tid) power, and citizen control. She further
and expanding social networks.” 4 The ab- placation
defined each rung of the latter:
Integrative sence of integrative (in-ti-grey-tiv) processes (pley-key-
(in-ti-grey- creates fragmented, exclusionary space.5 And shuh n, plak-
tiv) in which so the answer to this community need is not Manipulation ey-shuh n) to
many different make some-
inclusion, but rather engagement. Through the
parts are close- two frameworks that follow we can better plan 1. Manipulation: public relations for body feel less
ly connected angry about
engaging and community oriented projects. projects in which those in power are educating something
and work
those who aren’t of their problems. This may
successfully Delegated
take the form of councils and advisory boards,
A Ladder of Citizen (del-i-gey-
together
which often fall as they have no legitimate
tid) a person
power to enforce decisions.
Participation
who is chosen
or elected
2. Therapy: powerlessness is equal to to represent
the views of
Karen Malone of the UN notes, “… mental or social illnesses in which those in
a group of
much that passes as children’s involvement in power are trying to cure the problem, for those people and
government processes is nothing more than without power must adjust their behaviours to vote and make
mere tokenism, particularly when many city the mainstream norm. decisions for
officials are convinced they already know what them
children need.” 6 The following framework will
 Tokenism
3. Informing: a narrow channel to ex-
plain “Rights, responsibilities, and options.” 7
These update the form of meetings for those
in power talk at rather than with citizens and
Intimidation intimidation (in-tim-i-dey-shuh n) of powerful
(in-tim-i-dey- people may discourage have-nots from asking
shuh n) the questions.
act of frighten-
ing or threaten-
ing somebody 4. Consultation: if there are no means
so that they will to ensure that what was gathered will be used,
do what you and this too is tokenism. Surveys meetings and
want hearings are often of the means of collecting
Data consultation. People have seen the sta-
tistics and become invalid when used without
other inputs.

5. Placation: this is when you place a few

community members on public authorities but
not enough to form a majority vote. Placation
is measured by how well citizens can state
their names and for how well those needs are
pressed. There is no thought into involving
people in comprehensive planning process
know how to sustain it.
Figure 3.1
Citizen Power Ladder of Citizen of
Participation
6. Partnerships: planning and deci- This figure shows the metaphoical ladder that
sion-making are shared equally, and that be- Arnstein describes. As you move up the lad-
comes redistributed power. These are defined der you get closer to full power. Of course, as
by give-and-take relationships and an organ- she notes, this is an oversimplification
ised power base that hold the leaders account- (Source: https://lithgow-schmidt.dk/sherry-arnstein/re-
able. Citizens typically take forced to create sources/ladder-of-citizen-participation.gif.)
partnerships with the city as opposed to the
 Planning 99
Ethical redevelopment
Bargaining forming partnerships with citizens.
(wurd) discus-
sion of prices, 7. Delegated Power: residents are
conditions, etc. given control over particular programs. This Theaster Gates in participation with Place
with the aim
is best when power holders initiate the bar- Labs and other national stakeholders have
of reaching an developed nine fundamental principles that
agreement that gaining (bahr-guh ning) process. Arnstein
notes, “Another model of delegated power is planners should use when developing plans in
is acceptable
Parallel separate and parallel groups of citizens and communities. Those principles are:
(par-uh-lel, power holders, with provision for citizens veto
par-luh l) in a if differences of opinion cannot be resolved Repurpose and Re-propose: This is all
way that is very through negotiation.” 8 about using the available assets and resources
similar or takes to improve neighbourhoods
place at the
same time 8. Citizen Control: this is the idea that • Using the community in the process
• Re-proposal is a change to reimagining and
no one person or group should have complete remixer project
control. However, a citizen should have equal •Money is not necessary to make a project suc-
or more authority to “Govern a program or cessful
an institution, be in full charge of policy and
managerial aspects, and be able to negotiate Engaged Participation: “the willing invest-
the conditions under which ‘outsiders’ may ment of participants time, talents, in a given
change them.” 9 This could take the form of a place redefines the architectural, cultural,
separately funded and governed neighbour- social, and economic landscape.” 11 Authentic
hood Corporation. This is not done through • Getting authentic (aw-then-tik) people who (aw-then-tik)
the creation of city councils which do not equal are passionate about a place known to be
citizen control. • Creating multiple ways to participate real and gen-
• Creating a means for relationships to turn uine and not a
citizen participation into citizen power copy
While the above is an oversimplifica-
tion of many smaller degrees, as critiqued by
• Meet many Intimate
• Be transparent
Arnstein herself, it is a useful framework and (in-tuh-mit)
• Make it place-based
having a close
that many at the top and many at the bottom • Make programming experiential to make it
and friendly
generalise their adversaries. Furthermore, it memorable
relationship
is a useful framework to visualise what kind • Form intimate (in-tuh-mit) relationships rather
Pedagogical
of the organisation will oversee the planning than focusing on length
(ped-uh-

process.10 The following framework builds goj-i-kuh l,
upon the notions of citizen power and offers a Pedagogical Moments: Knowledge ped-uh-goh-
means of planning that is entirely integrative of and skill sharing is part of our responsibility ji-kuh l) con-
the community. to improve our community and expand social cerning teach-
economies ing methods
 • Creating opportunities for mentorship opens cess to build a following
up the possibility to work on several levels • Diversify funding but have a good idea to
• Focus on soft and hard skills persuade donation
• Let the physical be persuasive evidence
The Intermediate: Create plans with op-
tions and don’t depend on one way to achieve Constellations: When you bring people Constel-
success together, move away from being singular, and lations
• Expect the unexpected take up space to gain momentum (kon-stuh-
• Be vision driven, but open-ended • Build a team list skills that complement each ley-shuh n)
• The projects have a breathing room that al other a group of
lows you to adapt • Work collaboratively related ideas,
things or peo-
Design: More than how it looks and also Platforms: Make something that is capable of ple
about how it functions and its purpose creating more
• Aesthetics can improve the desirability of a • Create a tangible entity for new social possi
place bilities that will allow for new economic
• Respect for a place prospects
• Reinvest in spaces • Use it to propel you forward
• People care when you care • Reinforce what can be
Critiquing • Make spaces inviting and make people want • Find those who feel disenfranchised
(Kri-teek- to spend time in it • Make opportunities come together to share
ing) to review • “Young people look at the built environment • Like-minded people make a Think-tank Think-tank
or analyze
and see the world as something worth (thingk-tangk), bring large communities together to talk, (thingk-
critiquing, exploring, and constructing.” 12 to form friendships and to create partnerships 13 tangk) a
critically
• Don’t start from scratch, start from what re-
Intentional- mains
group of
ity (in-ten- Combining these ideas create a bal- experts who
anced plan that seeks answers and insights. provide advice
shuh-nal-
i-tee) done
Place Over Time: Places decay and change Have these profoundly influence your mission
and ideas on
slowly, so quick, short-term fixes do very little political, social
with intention and goals or economic
or on purpose; • Make spaces resilient to collapse by making
them need oriented issues
intended
• Intentionality (in-ten-shuh-nal-i-tee) and au-
Persever-
thenticity in play-space development lasts
ance (pur-
• Figure out ways to turn visitors into users
suh-veer-uh
ns) the quality
of continu-
Stack, Leverage + Access: Expanding the scale
ing to try to expands the potential
achieve a • Change requires perseverance (pur-suh-veer-
particular aim uh ns) and commitment
despite difficul- • Build upon small successes and leverage suc-
ties
 Planning 101
PRESENTING THE
FINGINDS
your planning. Deliver your results through
experiences. One of the greatest and most
practical experiences you can offer is a plan-
ning workshop.

Before we get to how to apply these

principles to the next phase of planning, it is
important to note how you should present
your findings. Take a page out of Davidoff’s
notes on planning advocacy. Not only should
an advocate planner speak for others, but they
should do so “… in language understandable
to [their] clients and to the decision makers
[they] seek to convince” being able to explain
to both “The underlying reasons for planning
proposals, and be able to respond to them in
technical language of professional planners.”
14

You have gathered a whole host of in-

formation in the research phase, and you have
moulded it into useable information through
analysis. Now how do you tell people about
it? What do you say? Regardless of either,
it’s critical to tell people. Meet people where
they’re at, i.e. in their language and at their
level of understanding. As you have noted in
this guide, planners use a lot of million dollar
words, but most of the time that jargon gets
lost of people not in the planning field. Use
words that are in public dialogue to get your
points across. More importantly—show rath-
er than tell. People typically don’t like to be
talked at for a long time. Instead of talking at
people, talk with them. Better yet, when you
want to tell people about the plan and the
project, tell people in the place you want to do
WORKSHOPS
Are an excellent way to bring the com-
munity together to jumpstart the planning
process. The outcome of a planning workshop
is a plan. Workshops are also about focusing
on broader community interaction. They are a
space for information and knowledge sharing.
The workshop should always be highly visible
to bring awareness to particular issues. For
youth, in particular, the room is open for them
to communicate their perspective, promote
discussion, and develop community consen-
sus. At the end that’s what it’s all about––cul-
minating opportunities for collaborative deci-
sion-making through consensus.
One example of a community work-
shop that was successful comes from Cosco’s
and Moore’s work in Buenos Aires, Argentina.
In this workshop, Young people role-played
different places in human form. They also
reviewed vacant lots and select a few that they
wanted to develop. Next, they evaluated ex-
isting conditions in selected spaces. Then they
had child-led community interviews about the
sites. This was followed by some design char-
rettes as well as young people created models
of their proposals. It ended with a communi-
ty presentation and discussion.15 Its success
came from the number of activities that were
involved as well as how it met people at where
they were.
Regardless of what each used to do, it is best
to introduce the phase of research and anal-
ysis with the community workshop in which
you present your findings to a more general
audience. Then, allow an exercise based on
discussion to process the info as well as a final
activity to summarise the events introduce
action steps or plan. You can choose to have
the workshop last several hours or break it up
over several days. It should also be a time that
is convenient for your target population and
at an accessible location. Regardless of the
activities, you choose the process to set up a
workshop is typically the same.
Setting up a workshop involves its own
set of planning. The general process begins
with defining the overall outcomes. This is
done through:
• clearly stating what your aim is to achieve through the
workshop.
• Jot down the stakeholders you need to help accom-
plish this goal, people you think would be helpful or
might want to attend, in figure 1/2 of them will bring a
partner.
• Decide whether it is just for this list of people or if it is
open to the general public.
• Find a space that is accessible and able to accommo-
date everyone on your list.
• Determine how long will people need in advance to
schedule the events and make sure it doesn’t conflict
with other events.
• Determine if you want this to be a co-sponsored event
and who those sponsors might be.
• Determine what training you need to give to staff in
advance as well as who is the most qualified for specific
roles.
• Based upon the outcomes determines what activities
will deliver the best results.
• From there decide what format will cater best to these
 Planning 103
activities. that take place in your workshops, especially
• Determine what materials you need for these activi- setting up a mission statement, building con-
ties.
•Determine the time ranges for each activity with the
sensus, and dividing up tasks.
cushion of 5 to 10 minutes.

In doing all of this, have youth help

answer these questions to plan the event. Train
youth in effective facilitation skills. This training
should make sure volunteers, staff, and you
fully understand the structure, purpose, and
their individual roles in the workshop. Prepare
this all well in advance and include backup
plans for staff, value, and content. Regard-
less of which plan you go with, this can allow
attendees some choice in the direction they
want them to go. When you’ve completed
these tasks, he sure to publicise the event to
community networks as well as stakeholder
websites and traditional means––i.e., word-of-
mouth.16

During the events ensure balanced

and equal participation. Always offer space
for voices of more quiet participants to be
heard, but don’t forget; listening, after all, is
participation. Have a means for recording the
outcomes of activities and discussions. This
may be a scribe for each group, video record-
ing the events, etc. Within it, all focused on a
tangible way by which actions may be taken.
Is this a physical plan? Should there be a list
of demands? Are we writing a manifesto? Etc.
Summarise all of this and make sure that the
results become accessible and available to the
public. Regardless of how you ended, make
sure that you end on time with next steps. The
following sections should inform the activities
DESIGN
Promoting sustainable design should be par-
amount to your planning. Not only should it
look good, but it should be planned to look
good for a long time and adapt over time.
There are some ways you may choose to focus
on design. For example, if you want to con-
centrate on increasing “eyes upon the street,”
Jane suggested that this can be done through
incorporating shops in public space. Doing so:
• Gives a reason to use sidewalks
• Gives momentum and destination to sidewalks
• Business owners will ensure peace to keep prosperity
• This movement and interactions provide an attraction
• People attract more people to use the space.17
If you are designing a space for people to en-
gage in free play, it may not be as easy as you
think. Walsh outlines the following guidelines
for play area:
1. Dedicated space: play should not be ‘fitted in’ as an
afterthought. …
2. Access: The opportunity to seek outside venues can
be limited to adult-available periods….
3. Variety: children actively seek a variety of play op-
tions…. Community play spaces are, but one of a suite
of options deemed desirable by children, which include
less formal areas...where free, spontaneous play is
possible
4. Invitation: the degree of stimulation achieved by
different approaches to community play-space designs
needs to be considered
5. Ambience: the climate...has to be taken into ac-
count.18
Moreover, Walsh outlines that practical design
should account for:
1. Young people have the right to play
2. Young people have unique needs
3. Young people are developing at different scales
4. Therefore, the needs of youth change
5. Spaces should provide for the needs of multiple age
groups
6. Areas should invite usage
7. Spaces should provide space for young people and
their caretakers.19
These many design guides may be applied to
all play-spaces in general
Childcare centres are different from
traditional place-spaces. Typically, childcare
centres are not suitably designed for young
people. This is attributed to, as Walsh puts it:
1. Barriers to play in design choices
2. Hardscapes such as brick or black top
3. Ad hoc design decisions
4. Tight space limiting effectiveness of design
decisions
She goes on to state that these can be mitigat-
ed through
5. Separating activity areas by activity type
6. Open play space and seating for adult super
vision (for the very young)
7. Designing around skill level
8. Planning around safety
9. Accessible water fountains and toilets
10. Quite areas and group areas for older chil-
dren
11. Informal play spaces
12. choice in activities
13. Giving at least 4 options to each user at any
given time20
The last two being fundamentally im-

portant as Walsh points out, “Too few play
options often result in fights over the use of
popular facilities. While children are the initial
losers when this occurs, it is the community
that ultimately bears the cost.” 21 However,
we cannot just focus on the use of play space,
as those in the 1930s did, as space for young
people to engage socially, emotionally, and
physically. YP occupy all space and their par-
Ascertain ticipation in planning can ascertain (as-er-
(as-er-teyn) teyn) their perspectives and insights on how
to find out the to improve the environment for their general
true or correct well-being.22
information
about some-
thing Critically, Tranter determines, “Plan-
ning the location of schools and other services
should be done with the needs of children
(and non-motorists) in mind, rather than with
the narrow objectives of reducing the cost
of service provision of government depart-
ments.” 23 Planning and design generally
Rationale apply its rationale (rash-uh-nal) to the average
(rash-uh-nal) person. People with disabilities are often left
the principles out and need an approach centred around
or reasons universal design. Children fall into this cat-
which explain a
particular deci- egory as they are temporarily impaired and
sion, course of lack full independence. Furthermore, as Skiba
action, belief, and Züger note, children see their world from
etc. an entirely different perspective than their
able-bodied adult counterparts. Therefore,
a child-friendly city is a barrier-free city. For
example, the placement of control panels in
elevators or outside buildings should be ad-
justable to be reached by people who are tall,
small, or wheelchair bound. It is also important
for children who may not be able to reach up
high enough.The standards set for children
Planning 105
When designing a project, it is critical to think
about the user group. When it is an individu-
al, the design can be uniquely suited to their
needs. When it is for a group, the design
can meet the standard requirements of the
group and should match their needs without
limitations. When it is for non-specific users,
the design should be made as barrier-free as
possible such that impaired people can move
independently about the space. Spaces such
as day cares, public play areas, and elemen-
tary schools are uniquely suited for children
and should be made barrier free for them.
This means placing functional building com-
ponents such as operation boards, windows,
trash collections, mailboxes, and bathroom
equipment at their level. Since the unique
physical and mental perspective of children
is constantly evolving, spaces such as family
homes cannot cope with their development.
Children’s needs are mostly height based, but
what may be temporary for youth is a long-
term consideration for small people. Moreover,
parking spaces should be wide enough apart
to accommodate parents with strollers. In the
end, a barrier-free design is focused on “social
integration for everyone.” Moreover, it is a way
to build flexibility to accommodate all user
groups into space.25
CREATING A PROBLEM
STATEMENT
Planners are not magicians. They typ-
ically are not ones to pull a few tricks out of
a hat. Planning is a long-term engagement,
and in seeks to maintain the success of places.
With this in mind a key to successful planning
will be:

1. Sustainable systems
2. Increased local capacity
3. Cooperation and partnerships26

Furthermore, the key roles of the advocate

planner are decoding: plans, government
operations, and effects of programs for the
general or community public. Also, they state
ideas clearly and expressively, expands the
organisation, argue for their client, and create
plans.27 It’s always critical to remind planners
that they plan, not perform magic.

Be this as it may, planners can predict

the future. This mainly comes from figuring out
how to scale (skeyl) things up and down. One Scale (skeyl)
way to expand your project is to ensure that the size or
your organisation has an appropriate mission extent of
something,
and vision for the future. This is formed by val- especially when
ues. The value set the foundation for a mission compared with
and vision. Values assess where the problem something else
originates. If poverty is at hand, as Godfrey
points out, Poverty survives because injustice
claims the false status of a moral good; the
arrival of justice –– explicit or implicit––in your
 Planning 107
work produces conflict when in contact with competing alternatives.
injustice. The fight against poverty takes place
in two spheres, the practical and the moral, the Missions also have clear roles:
secular and the sacred.28 While most con- • Communication: what we do, who we are, where we’re
flicts can’t be resolved through consensus or going, and how we get there
Compromis compromise (kom-pruh-mahyz), value-based • Motivation: Long term what will be done, can site fully
(kom-pruh- conflicts require wit and patience. Connect with a clear set of principles we look for in people and
mahyz) an with your mission and others on shared values projects
agreement • Evaluation: avoid drift with what we do, gain perspec-
to relieve tension.29 tive with why we do it, and how to evaluate decisions
made between
two people or with who we are32
groups in which
each side gives Missions
up some of
the things they When you have established the why and core
want so that
both sides are
values, focus on where you want to go, what
happy at the you want to do, how you’re going to do it,
end and say when you will accomplish it. Missions
respect how long it takes to achieve the end
Optimises results and so optimises (op-tuh-mahyz) goals
(op-tuh-ma- without being too rigid. Missions are clear
hyz) to make maps to the future also how to handle tough
something decisions in the present. Godfrey explains,
as good as it “Mission also drives and directs the resource
can be; to use
allocation process, both inbound and out-
something in
the best possi- bound…” because “they help constrain and
ble way channel revenue generating activities towards
Consistency ultimate ends.” 30 Consistency (kuh n-sis-tuh
(kuh n-sis- n-see) builds on each other with clear mile-
tuh n-see) stones. Mission sorts out “… issues of iden-
the quality of tity, purpose, shared values, and subordinate
always be- goals.” 31 Compelling missions include:
having in the
same way or • Business definition: define the internal and external
of having the stakeholders are along with their role overall.
same opinions, • Subordinate goals: what you seek to accomplish and
standard, etc.; how you will measure your success in achieving those
the quality of goals.
being consis- • Shared values: delineate priorities to ground organisa-
tent tions in clear preferences informing the choice between
GROUP CONCENSUS
BUILDING
Planning may also be seen as a means
to balance central government and special
interest groups.33 One way to do this in deci-
sion making is through consensus. A consen-
sus is a task of building a sturdy foundation to
build upon. We would not choose to build a
foundation on stone, sand, cobbles, and mud
or make it out of stone, clay, bricks, and wood.
There is no way that you would be able to en-
sure stability. Rather you would want to choose
the best surface to build upon and then
choose the best foundation materials to use.
A consensus is a process of choosing which
foundation materials you want to use. Choos-
ing which style of consensus is the process of
choosing on which surface you want to build
your foundation.

There is a multitude of styles you can

choose from on how to perform consensus. In
the interest of brevity, I will only outline two
basic methods of consensus from previous
experiences. The first is a democratic consen-
sus. In this everyone works pluralistically to
develop a plan. Nothing is completely thrown
away, but rather recycled. In this style, every-
one is given a choice to say yes or no, no one
can abstain from voting. The strategy is to Coalitions
build coalitions (koh-uh-lish-uh n)—a group (koh-uh-lish-
consisting of people from different political or uh n) the act
social groups who are cooperating to achieve of two or more
groups joining
a particular aim—before, during, and after the
together

voting process. The goal is to reach all yeses in
the vote. If someone or some people vote no,
they are given the floor to state why they don’t
agree and then the floor is given to those in
favour of the vote to debate why it works. Both
parties discuss changes they want to make, are
willing to do, and the plan is amended. This
is followed by another vote, and it continues
until all vote yes. Along the way, each group
must compromise, and no groups should be
unwilling to bend. The plan builds each time
there is a debate and accounts for attitudes in
the room.
The second form of consensus is radical
consensus and is less pluralistic than the last
style. If democratic consensus is sedimenta-
ry rocks that have formed slowly over time, a
radical consensus is more like sand, cobbles,
and mud that can shift at any time bringing
everything down with it. This style of consen-
sus allows the whole plan to be thrown away
and requires a new one to be drafted. In this
style, everyone is given a choice to say yes,
no, abstain or block. The decision to block
can be made by anyone to state that you do
not feel comfortable with the plan and would
like a new proposal. As with the democratic
consensus, the person who says no or decides
to block the vote must state why they do not
like the plan. Unlike democratic consensus,
if a block is used then the whole plan must
be redrafted. Often times, as to avoid power
struggles and misuse, a limit to the number of
blocks one can use is often set. In this style,
the coalition is even more necessary to build
initially so as to avoid blocks. If a block is not
Planning 109
used, those who voted no or those who ab-
stained must still state why they chose to do so
to initiate a debate and compromise. The goal
again is also to reach a vote of all yeses (where
abstentions veer towards yes in the absence of
a no or block).
As a whole, depending on how well
the coalitions have planned, the democratic
process can take a short time or a long time.
Whereas a democratic consensus can be made
in one day, depending on how many blocks
are made, radical consensus can last several
days or weeks. Regardless, consensus takes
time. And for a good reason. You are not here
to espouse what you think is wrong with the
community and how it should be solved. Rath-
er it is a community decision. And the more
ingredients you add to the pot, the longer it
takes to blend all the flavours together. How-
ever, in the ends, the result is something all
involved can buy into. And that’s a huge step.
And if people weren’t involved in making the
decision, how can they complain about the
outcome?
FINDING FUNDING grants for your organisation. A simple google

SOURCES
search with your key targets + “grants” will
yield results to match your needs as well.

While the above typically offer the

most available money, you do often have to
You may have a really great plan that apply for it. Writing a grant application can be
the community agrees on. You may have a difficult, and if you do it poorly, it hurts your
team of volunteers who want to see that team chances of getting the money.35 There are
come into life. And you may have the perfect other means of obtaining money without filling
place to develop. However, if you don’t have out an application and instead relying more on
the funds to buy the materials to implement your human and social capital:
the plan, you can’t do very much. Unfortunate-
ly, the majority of the world gave up bartering • Founder/Single-funding donor: not
centuries ago for some metal coins and paper as available at the other forms of funding, but
notes. You need money to develop. Even if sometimes you may be able to get a quick in-
you are an NGO, a non-profit, or a public-pri- flow of money from someone directly involved
vate partnership, there are ways for you to get in the project. This is great, for the time being,
money through donations and fundraising. and not the most sustainable solution—espe-
Regardless of where you are, there will be an cially if your project is rapidly growing.
opportunity for one of the following:
• Fundraising: This is another standard op-
tion for many organisations. Planning events
• Government Grants: typically used in the for people to come in and give private, in-
field of publicly funded projects, money is al- dividual donations, is a great way to rein in
located either based on aligning with existing funds and introduce people to the project.
government programs or—to a lesser extent— Get the whole community involved in planning
because your plan offers a genuinely original the event, but don’t forget to invite others to
innovation. partake.36
• Foundation Grants: Similar to the above, • Bequesting: receiving funds from a donor
money gathered from private and public sourc- upon their death as part of a will or larger en-
es is allocated to projects that align with the dowment program.37
foundation’s mission and vision. This can be a
very competitive process where government These are good ways to get large lumps of
grants typically are not.34 capital to fund your projects with relative ease.
There are great places to start. Some data- These are great options to get the proj-
bases exist where you can pinpoint the right ect rolling. But what if your plan is not so much

a physical development and more a program
that offers a service? Well that too can rely on
the above option, but because you provide a
service that you have proved is necessary for
the community, you can probably get away
with charging for it:
Planning 111
surface problems but does not solve wicked
problems––complex difficulties with no one set
cause or solution.39 When problems become
particularly wicked, think about other resourc-
es that your project will need down the road.
These can be acquired through:

• Fees for services: Charging for your prod- • Corporate sponsorship: While connect-
ucts and services don’t have to break the bank. ing with corporations can provide you with
You can choose to operate your funding proj- liquid capital to fund projects, the real strength
ect based on a sliding scale where those with lies in the potential for fixed capital such as
more money pay more than those with lower gear, computers, physical infrastructure, even
incomes. event or office space. However, be conscious
Prestige • Membership: If you offer some sort of that you are receiving these resources from a
(pre-steezh, training or prestige (pre-steezh, pre-steej) company that is practising corporate responsi-
pre-steej) that makes people want to join you, you can bility as opposed to one that is drowning seals
the respect and charge a reasonable fee to join and reap the in petroleum.
admiration that services and rewards. Typically there is an ap- • In-kinding: Similar to fundraising, but
somebody/ plication for potential members to ensure that instead of a monetary donation you are ask-
something
has because they align with your particular interests and ing for a physical resource like food, clothing,
of their social mission. technology, etc. This is the ideal choice of
position, or • Alumni relations: This is a particularly NGOs or very small nonprofits that lack capaci-
what they have significant means of long term funding if your ty and resources.40
done
Matriculate organisations offered a service that people
matriculate (muh-trik-yuh-leyt)—satisfy the Any one of these options should allow you
(muh-trik-
requirements for the next level of the program, to get a stream of money and resources to
yuh-leyt) to
successfully typically an academic course—through. Later sustain the project. Remember that some of
complete the down the road, you can ask for alumni dona- these come with strings attached, often in the
final year of tions.38 form of objectives that must be met. This is
school true more for grants and micro credit (not dis-
Conven- These can offer long term funding strategies cussed here). Be conscious of this as it could
tional (kuh if your project grows quickly in scale or is dramatically change your organisation purpose
n-ven-shuh- planned to operate for a long-term. if your objectives do not align well. But never
nl) following turn down an opportunity that may be a little
what is tradi- While finding funding is important, one bit off your current map. Understanding how
tional or the to properly scale your project for the future
way something must remember that money is a conventional
has been done (kuh n-ven-shuh-nl) and convenient solution to now can help you target funding for later.
for a long time
SCALING THE
PROJECT
Scaling a project is all about fitting its
demand of the program or place. Understand-
ing your expected growth from the get-go can
help you further down the line grow and de-
crease efficiency. Scaling is a question of where
you want to be, what you want to be doing,
and with whom you want to be working. De-
velop a plan within your plan that accounts for
how you will manage different types of growth.

Your plan should already start to think

about ways in which you will track progress
over time. The evaluation process will be
discussed in a later part of the guide. Deter-
mining an assessment plan early on can make
sure you are collecting data to test then. Also,
think about thresholds (thresh-ohld, thresh- Threshold
hohld) you want to hit throughout the lifetime (thresh-
of the project and what will be going on at ohld, thresh-
those stages. Remember that these work both hohld) the
as meters going up and going down. At each level at which
something
level determine what the stakeholders will be. starts to hap-
Will they always be the same? Or will they pen or have an
grow along with your project? What will you effect
need the capacity of the project can be? If
your project is a physical development, already
have sites in mind in which you can potentially
use later. Determine when you would need
these sites and the ideal purpose they would
hold. Would you be purchasing them with
funds you’ve generated? Would it take place

in partnership with existing owners? Also,
think about what type of people you would
need to manage these sites and the network
as a whole. Effective project management can
make or break projects in the long run. Also,
determine how you will share lessons and suc-
cesses in the long-term. To start thinking about
the above, it is often helpful to have a vision
statement that is separate from your mission
statement.
Planning 113
research and analysis as a frame of reference
work with the community to determine what
you want the community to look like in 10,
20, 30, etc. years from now. The population
projection data will come in handy during
this excessive as a frame of reference to how
the community is expected to grow. How will
people be integrated? Use your resulting dis-
cussion to draft a statement that can guide the
project.

Vision
Vision statement gives you a map to
follow for the future. It looks at the bigger pic-
ture, and what are the underlying issues that
have led to your core objectives. For example,
if your vision may be to reduce the effects of
violence in your community brought on by
drug trafficking, but your current mission may
be to provide after school outdoor activities
for young people throughout the year. What
will you do when you have accomplished that
mission? Vision allows you to see what you’re
doing and what others do clearly. More impor-
tantly “When to stop working with some peo-
ple and start working with others.” 41 Vision
also helps you understand what competence is
needed to fulfil the mission. Vision will answer
what the day to day tasks essential to lay a sol-
id basis is, how will we see our values manifest
over time, and what happens after our current
mission is accomplished.42

At some point within your planning

process include a visioning activity. Using the
DIVISION OF Part of this is taking a political stand. Planners

LABOUR
typically stay neutral and live by the codes
as they are written. Davidoff found that the
separation of planning, elected officials, and
government create ineffective systems. When
you and your team have a clear point of view
As part of your planning process, you on what you want to accomplish you can more
should determine what the tasks are you need easily argue for your needs. Doing so will make
to accomplish. This can start by defining a it easier to find ways to achieve them.44
general work plan for the project. By outlining
your goals and setting due dates for them,
you can figure out who needs to do what to
achieve them. From these aims, work as a
team to outlined every task that would need
to go into accomplishing the goal. Think about
using the mind-mapping technique described
in the last part of the guide.

Generally, you will need someone to be

in charge of communications with the commu-
nity, someone to design the project, someone
to be in charge of finding funding, someone
in charge of managing the money you obtain
and someone to be in charge of managing the
whole project—i.e. holding people account-
able. Keep this on your horizon, and more will
be discussed on it in the next section on im-
plementation. Regardless of the roles people
fill, each individual involved in the process
should take on the role of an advocacy plan-
ner. Davidoff defines this:

The planner as advocate would plead for his own and

his client’s view of the good society. The advocate
planner would be more than a provider of information,
an analyst of current trends, a simulator of future con-
ditions, and the detailer of means. In addition to curing
out these necessary parts of planning, he would be a
proponent of specific substantive solutions.43

PUTTING YOUNG
PEOPLE FIRST
Within this whole process, it’s key to
keep young people and children in mind. We
are planning place and programs that they
inherit. Karen Malone takes this a step further.
She notes,
The relationship between sustainable development and
children’s lives is not just about adults’ roles as stewards
and their capacity to act on behalf of the child, it is also
about recognising the capacity for children and youth
to be authentic participants in planning, development
and implementation processes. 45
Moreover, Der and Tarantini note how young
people impact the participation process,
One of the barriers to effective participation was
planning professionals’ failure to understand children’s
Compe- competence and positive contributions. When planners
tence (kom- and young people are brought together, not only are
these ideas more likely to be integrated into final plans
pi-tuh ns) the
and places, they can also help foster the idea among
ability to do
planning professionals that it is not just young people
something well
who benefit from participation. 46
The following two stories show two very
different projects with similar goals of improv-
ing the quality life for young people. While the
first example shows a well-documented pro-
gram with high success, it’s one failure is a lack
of involving youth in the process. The second
example shows significant achievements in
engagement and what happens when youth
at different levels are actively participating to
Planning 115
their full potential.
Walking School Buses
Walking School Buses (WSB) is a meth-
od of ensuring safe travels to school in New
Zealand. Young people pair up and follow a
volunteer adult on a scheduled route from
their home to the school. The region was at
the time overwrought with car user-ship, and
improvements towards public or active transit
were not adequately made. The program is
fortunate in that many parents feel safer about
their children using this method as opposed
to traversing car dependent streets on their
own. The service, in this regards, keeps youth
safe and active.47 However, Kearns and Collins
found “this volunteer-driven initiative has been
most widely adopted in relatively privileged
neighbourhoods, where the public health chal-
lenges associated with such problems as child
pedestrian injury and childhood overweight/
obesity are generally less pressing.” 48 They
found “In low- and high-income neighbour-
hoods alike, WBSs have the potential to get
children out of cars, on their feet and inter-
acting with others, thus contributing to the
physical well-being, environmental awareness
and social cohesion.” 49 Keeping this in mind,
at first WSBs seem like an inclusive space to
normalise healthy behaviour; however, as with
inclusion as aforementioned, there is an un-
derlying conformity to adult led directives and
surveillance of children in public space—as
Kearns and Collins put it, “WSBs regulate chil-
dren rather than traffic.” 50
 Growing Up in Boulder adults in the planning department, the level
of freedom they gave to youth is exemplary.
Table 3.1 shows how much thought went into
The Growing Up Boulder program is an developing the program to respond to the
adult initiated--i.e. The planning department needs of youth.
identifies individual sites to develop—that
focuses on engaging youth through the Par-
ticipatory Action Research (PAR) framework.
Young people, as the program has found, tend
to be more engaged in the planning process
than their adult counterparts. They are also
Ecosystem less selfish, thinking about the broader eco-
(ek-oh-sis- system (ek-oh-sis-tuh m, ee-koh-sis-tuh m)
tuh m, ee- regarding the environment (animals and plants)
koh-sis-tuh and social (homeless and other age groups).
m) all the Dear and Tarantini note, “These examples help
plants and show the importance of personal dialogue with
living creatures city representatives. It is through these en-
in a particular
area consid- counters that children best express their ideas,
ered in relation hopes, and values, and these often become
to their phys- the ideas that planners remember and refer to
ical environ- as they move projects forward.” 51 While creat-
ment ing models, plans, and designs for the project,
young people also even had the concept of
zoning in mind—creating separate zones of
use in their work. The youth throughout the
process proved to be very mature in how they
handled the decision-making process. Dear
and Tarantini explain,

GUB facilitators established that not all features could

necessarily be placed on the site plan without a group
consensus, creating a “compromise and cooperation”
method that allowed for interactive dialogue within the
group of primary students. With the help of primary
school teachers, each class established rules for good
discussion for this process.52

While the project was still largely regulated by

 Planning 117

Table 3.1
Activities and Organisation of GUIB Program
This picture taken from a study of the Growing Up in Boulder
programme shows the level of detail and organisation that
went into its design. It also lists the types of activities that can
be used in a research stage
(Source: Derr and Tarantini (2016), p. 1540.)
CONCLUSION
ally follow through with your plan. Implemen-
tation is a critical step. Before you move onto
implementation, you should present your plan
to the community, either in a presentation or
in another workshop. Discuss revisions to the
plan and come to a group consensus before
Presenting the plan you pursue implementation.

Planning is an endeavour focused on

improving the future, of bringing different
parts to work together and to compromise
conflicting interests.53 Your first draft of your
plan should include:

• An introduction or executive summary

• A discussion of research methods and analy-
sis results
• Your plan objectives and core issues
• Your mission and vision
• The workshop and its results
• The projects you have developed including
• who is in charge of what
• a timeline for the work
• a budget for the work
• a funding source for the work
• designs of the projects
• why it matters, and it’s intended pur-
pose
• A schedule of all the work to be done
• A chart dividing up tasks
• Maps of projects and expected impact
• An implementation strategy for the plan
• An evaluation plan for the process and
• What are the next steps for the overall proj-
ect upon completion?

The following section will discuss how to actu-

IMPLEMENTATION
INTRODUCITON
This is the part where we actually get
stuff done. In the last part, you developed a
single plan. While this plan is clearly what the
community wants it is also important that you
had someone write down all the other plan-
ning ideas as well. What you will probably
find in the implementation of a plan, is that
it doesn’t always go the way you want it to.
Funding doesn’t work out as planned, partner-
ships change, resources aren’t made available,
people have shifting schedules. Keeping pre-
vious ideas ensure that if you hit a road bump,
you have ways of getting around to still make a
majority of individuals happy. This is the heart
of implementation, getting to the finish line
even if it’s not in first place.

There are a million and more ways to

ensure a successful project reaches comple-
tion. For example, in Montreal, the city wanted
to make the streets more attractive to young
people and creative types. The city did this,
initially, through creating a cloud based wi-fi
network. However, their mission was to provide
a framework for building civic engagement as
the entry screen to the wi-fi page would pro-
vide “hyper-local” information and even offer
space for local artists to show their work. While
initially, the mission was to attract young peo-
ple by providing wi-fi, their work shifted from
merely providing free wi-fi to now bringing
 Implementation 121
people together.1 However, the work base for Look for passionate people, not apathetic
sustaining the program is primarily young and ones.
male including “technology workers, freelance
consultants, students, community activists, and While I wholeheartedly endorse youth
artists.” 2 While their employees could have driven and operated organisations, keep in
Debates
been more diverse in gender, the use of young mind that we are all still learning, and that
(dih-beyt) a
formal discus- people allowed for smooth shifts and flexibility hiring an adult expert to assist you can be a
sion of an issue in implementing the plan. positive thing. Especially if that person under-
at a public stands the legal urban development process
meeting or in a This also brings up the notion of keep- in your community and how to secure land or
parliament. In a ing engagement up during the implementa- space for your project. Young people fill the
debate two or
more speakers tion process. Iveson concludes with clear argu- gaps that many of these experts leave open
express oppos- ments towards engagement. First, he critiques in entirely adult run organisations. Argo et al.
ing views and our understanding of the city, stating: explain the real power of youth exists in their
then there is long term impact
often a vote on ...the values of ‘the community’ and the dimensions of
the issue. the ‘good city’ are considered to be written in stone, “It is the hope that youth contribution to the communi-
Restricted agreed upon by everyone in society except the ‘an- ty, can be in a form that no other generation can pro-
(ri-strik-tid) ti-social’. The ‘anti-social’ are therefore to be worked vide, which is a connection that is enriched by a kind of
1) limited in upon, brought into line with community values. Urban storyboard towards solutions of urban environmental
what you are policy debates are too often restricted to finding the planning. The multi-disciplines and multi-organisations
able to do best ‘solutions’ to ‘problems’ that are agreed upon in collaboration...allow a new perspective and new tool
2) .controlled advance….3 to be employed in addressing urban environmental
by rules or laws problems.” 5
Disruption He ends by stating that disruption (dis-ruhp-
((dis-ruhp- shuh n) of these notions through direct, en-
This is the other brain of implementation. How
shuh n) a sit- gaging dialogue should be what propels urban
will this project last and how will it impact
uation in which policy and politics. By seeing young people as
people to come? City Year started as a group
it is difficult for resources and building projects with them and
something to of college kids volunteering to improve neigh-
not for them, we can engage young people
continue in the bourhoods and became one of the United
and not frustrate them.4 Use the energy and
normal way; State’s largest education non-profit with sites
the act of stop- enthusiasm of youth every step of the way.
in England and South Africa.6 Keep this in
ping something Your implementation plan will need volunteers
mind when you encounter an obstacle. Have
from con- and workers to actually do the work. Through
tinuing in the forward thinking. Remember big things have
gathering a pool of people who are energised
normal way small beginnings.
by the project you can ensure long term suc-
cess. Also combining human capital can pro-
vide that when resources are low, people will
do all they can to ensure the ship won’t sink.
 PARTNERSHIPS
Now that you know who you are in terms of
a plan for what you want to accomplish you
can pinpoint who to work with, that is who will
help you deliver your mission. Partnerships are
not one-sided, rather they exist in a delicate
ecosystem––working in tandem as opposed to
alone. Because they are systems, some sys-
tems theory is helpful. Geoffrey explains that
systems can be understood through wholes,
relationships, homoeostasis, and nonlinearity
(see figure 4.1). Key partnerships and rules for
collective action include:
• Government: focused on changing institu-
tional capital, this partnership creates long-
lived things sustained due to its laws and
regulatory bodies.
• Businesses: Focus on organisational and
physical capital, this partnership shows you
how to move towards games through its
meaningful innovations––sometimes govern-
ment funded.
NGO (Non • Civil societies: NGOs and nonprofits with
Governmen- tendencies to focus on social capital, these
tal Organ- help you form partnerships that fill the gaps
isations) a of businesses and government which ideally
charity, associ-
ation, etc. that distributes resources better.7
is independent
of government Also, recall what Sherry Arnstein had to say
and business
about partnerships in her Ladder of Citizen
Participation. Mostly focus on the give and
take relationship where responsibilities are
shared equally, and citizens are given legal
bargaining power over planning.8 Moreover,
vague concepts like discussion, imagination,
being listened to, inclusivity is often as import-
ant as the physical, tangible designs and must
be taken into account.9 Lastly a partnership
does not just have to be a relationship to help
expand the project, they can also be made to
expand your person capacity. Think of ways to
introduce mentoring (men-tawr-ing, men-ter- Mentoring
ing) programs for young people as a possible (men-tawr-
way to help them better understand and bet- ing, men-
ter approach the realities expressed in the field ter-ing) the
as opposed to on paper.10 Regardless of the practice of
helping and
partnerships you do form, creating them can
advising a less
significantly increase your organisational ca- experienced
pacity. Always look for partnership opportuni- person over a
ties that will close gaps in the implementation period of time
process. Some of those partnerships can even
be to secure funding the project, as previously
discussed.
 Implementation 123

Homeostatis:
Dynamics equilibrium is
Nonlinearity: essential to maintain the
There is no way to resources for survivial. This
produce identical out- maintains partnerships: am-
comes so where we’ve plify/dampen, stablise/dy-
been doesn’t always
namic, positive/negative
determine where
feedback
we go

Relationships:
Figure 4.1 - Wholes:
Parts of a System The whole is greater
A system is a compli- ments are connected helps
cated thing. Generally
us recognise that each ele- than the sum of it’s
it can be understood
through each whole ment is related to each other. parts. Collaboration
that makes it up, how and fusion makes
those are related, Various perspectives
how everything in the
become solutions to a big goals more
system is related, and
what it needs to be to problem doable.
maintain balance.
(Source: Godfrey, More
Than Money (2014))
SECURING THE
tory budgeting (pahr-tis-uh-puh-tawr-ee, Participato-
pahr-tis-uh-puh-tohr-ee; buhj-i-ting). Participa- ry

FUNDING
In the last part, you may have planned
for some funding opportunities that you want
to pursue. Create a checklist with all the sourc-
es of financing you’ve applied for and those
you are still seeking out, noting any require-
ments for the funds. How space is financed
and managed often determines its inclusivity.11
Keep that in mind as you are selecting organ-
isations that donate money. Always read the
fine print to make sure you’re not getting into
something that is not for you. Do their values
align with your values? If they don’t have, their
qualifications to receive the money may bring
your project down a direction you don’t want
to go or end up spreading your mission too
thin. Also don’t be afraid to use the connec-
tions you develop in partnerships to increase
your physical capital—whether it’s funds or
physical resources that your project needs.
Their donations will most likely impact your
relations with them and how you move forward
in the project.
tory budgeting takes money that was given to Budgeting
an organisation and allows those in the organ- (pahr-tis-uh-
isation to develop projects and tasks that they puh-tawr-ee,
think need to get done. They present those to pahr-tis-uh-
the community who at the end of the presen- puh-tohr-ee;
tations is given a budget to check off the proj- buhj-i-ting)
ects that they liked the most. Each ballot has a inviting com-
list of the project names along with how much munity mem-
bers to vote
money would be allocated to it, a quick sum- on projects in
mary or its goals, and a description of where it the community
would take place. Community members vote, based on mon-
and at the end, it is announced which projects ey allocated
received the most votes.12 This process can be by the govern-
ment.
done with every new amount of funds secured
and is great when a grant forces you to rethink
the project you initially designed.

This is typically where the first changes

in the project design come in, especially as
you try to tailor your plan for government and
foundation grants. When you have successfully
secured the funds have a means to celebrate
the resources as well as a community event
to determine for what part of the project you
should use the money. This is called participa-
SECURING SPACE
This is where things start to get political.
To combat dangerous manoeuvres, Davidoff
suggests, “‘Who gets what, when, where,
why, and how’ are the basic political questions
which need to be raised about every allocation
of public resources. The questions cannot be
answered adequately if land-use criteria are
the sole or major standards for judgment.” 13 It
is also political in that those land-use decisions
often involve securing land from the govern-
ment or private owners. This includes knowing
the zoning, gathering permits, and abiding by
land-use codes.
Zoning
As previously discussed in other
parts of this guide, is a tool to control land
use decisions and make sure incompatible
land-uses—like education facilities and waste
management facilities—are not next to each
other. Before zoning, many communities had
factories within residential areas that would
omit harmful chemicals into the air and water.
Zoning, theoretically, makes sure that does not
happen; although there are multiple examples
of places suffering from environmental injustice
where facilities that produce a public bad or
handle chemicals are sited in low-income com-
munities.
Implementation 125
Zoning is prevalent (prev-uh-luh nt) Prevalent
globally in urban and rural communities alike (prev-uh-
(as discussed in the introduction to this guide). luh nt) that
Because it is a public tool, zoning codes and/ exists or is very
or ordinances are publicly available through common at a
particular time
your municipal, regional, and national plan- or in a particu-
ning commissions. They can usually be found lar place
through a simple internet search. Once you’ve
found it search for the site you are seeking to
redevelop and see what the zoning is. If you
do not fit the requirements of that zone, you
can typically fill out an application to rezone
the property to meet the needs of the project.
Public support for the project is then the key to
showing that it will serve a greater community
good. This step in the implementation process
is critical. It secures the legitimacy of your proj-
ect and removes any chance of the final result
being removed because it is non-compliant
with the municipal codes. When you have suc-
ceeded in doing so, the next step is to apply
for the land permit.
Permits
Typically land in communities is either
held in public or private trust. This means you
often have to purchase the land from someone
as well as obtain permits to build on the land.
Permits generally fall into the area of planning
permission. Most countries have a means to
get planning permission. Most of the time
that takes the form of a planning application.
Planning applications exist either online or in a
written form and can be obtained through your
local planning department. Planning applica-
tions for permission typically include:
• Proof of purchase
• Environmental tests
• Plans of project design
• A summary of the project details
• Utilities on site/Connection to utilities
• Compliance with building, zoning, and construction
permits
• Plan for removal of waste from site
• Among other things.14
Some countries charge Application fees, so be
aware of potential costs added onto your de-
velopment process. This along with changing
the zoning, become an essential part to secure
the legitimacy of your project and remove it
from any threat of demolition. It is also advis-
able that in filling out this form that you have a
dictionary present.
Other Codes/Laws
While zoning probably defines the type
of works that can be done on a land, regula-
tions and planning laws strictly defined what
the development needs to look like or lim-
itations to construction. Much like the zoning
information, building codes, land codes, and
even business codes should be readily avail-
able to you from the Internet or at your local
planning department. Be sure that when you
are planning to implement the design that
what you have planned is in compliance with
these codes. If not you will have to change the
design to comply so as to avoid any threat of
demolition or otherwise halting of the devel-
opment process. It is also often necessary that
once you have been given permission to go
ahead with your development, you must also
display this authorization and the codes you
are following on the construction site.
Make the Development a
Community Effort/Event
When you have secure funding, the
correct zoning, applied for all the building
code/permits, and have received planning
permission you are finally ready to go ahead
and begin construction of your project. It’s
time to celebrate by making the development
an event. Regardless of the scale of the proj-
ect—whether it’s a simple pocket park or a
large scale community centre—there is always
a way to get the community involved. If it is
something smaller to medium scale, think
about ways in which you can have the commu-
nity volunteer to help with the actual construc-
tion. If instead, it is something larger scale that
involves the use of licensed construction pro-
fessionals, make the ground breaking ceremo-
ny open to the public. Then budget for food,
water, and even T-shirts or hats related to the
project. Making the construction a community
event does many things, but most importantly
it increases community buy-in by creating com-
munity ownership. It also produces a means
for you to invite people from outside of the
community to inform them about the project.
This is yet another chance potentially to create
partnerships or raise funds for the project.
 Implementation 127

PROGRAMATIC
of technology in your program. In their project

ELEMENTS
What if, however, your project is fo-
cused on a different kind of development.
What if your project is not about a physical
construction, but instead a program to im-
prove Quality of life in the community. Imple-
mentation for this type of project is different
in that you do not need to worry about zon-
ing, permits, for city codes. Although you do
have to worry about space. Also, it is more
regarding finding already existing space in
the community. Finding space and securing
space for your program can mainly come out
of your partnerships and connections to other
organisations in the community. Perhaps your
program has an office at the local community
library, place of worship, or representative’s of-
fice. The size of your space will largely depend
on the activities of your program.
to teach environmental planning with the use
of young people, Argo et al. found the combi-
nation of technological information gathering
and storytelling made it fun for students to
input data that urban planners often need as
well as better understanding of the problem
through discussing the data.15 Technology is al-
ways changing in our world, and young people
often are the ones who understand how to
use it. Think about how within your program
you can teach new technologies to young
people to prepare them for other things in
life. Regardless of whether you have designed
a program or physical space the last step in
implementation is making sure you have a way
to manage it in the long run.

Implementing the program may also

focus on securing resources. You’re funding
largely through in-kind or corporate sponsor-
ships. Within your planning, you should have
listed all of the resources you need to be oper-
ational in your program. Your implementation
plan then becomes focused on ways to gather
all of these resources. Once you have the re-
sources that you need and a space to operate
in, your program is a go ahead.

One last thing to think about is the use

 CREATING A MANAGEMENT
SYSTEM + COMMUNITY BUYIN
Accountability is needed. This can be
achieved through pluralistic planning. Plural-
istic planning relieves the burden on planning
commissions to present alternatives, as dif-
ferent interest groups can represent multiple
issues. Participation such as this is often sty-
Stymied mied (stahy-meed) by bureaucracies, weak
(stahy municipal governments, party politics, and
-meed) to costs in funding. This could be accomplished
prevent some- through choosing something high up on the
body from do- ladder of citizen participation (see part three).
ing something
Once you have chosen your governing system
that they have
planned or for the project, the next important thing is to
want to do; to consider the managing system. When assem-
prevent some- bling a team, think about how each person will
thing from perform:
happening
• Tasks related to managing board relations
• Fundraising
• Promoting and engaging in external relations
• Issue and campaign management
• Staff management
• Drafting the annual plan
• Strategic vision plans
• Functions related to legal compliance
• Budget management
• Special projects18
These are but a few things your organisation
needs to manage to be successful. When done
right, a management system can ensure effi-
cient use of resources to eliminate waste, risk
management, protection of users, and consis-
tent delivery of services. All of this adds value
and legitimacy to your program. International
standards exist for developing a management
system, and the internet is full of resources for
creating a management system that works for
you.19 Keep a dictionary out, as most of these re-
sources will use business jargon that is not always
well defined. Furthermore, many of these tasks
can be performed by youth
Young people can handle many responsi-
bilities, especially when they are passionate about
the success of the project. Funnel this energy into
something positive. Malone notes, “Supporting
children to help them take on responsibility and
ownership of projects has a two-fold advantage.
First, it developed the self-esteem and confi-
dence of individuals to take up leadership roles.
Second, it increased project sustainability.” 20
While young people may not have the capacity
yet to handle legal compliance, budgeting/ac-
counting for the whole project team, or board re-
lations, they certainly have the ability and insights
on how to manage to promote external relation-
ships, strategic vision planning, and so on. Build-
ing trust builds capacity. And for those slightly
more advanced positions, find people in the
community with the qualifications to handle the
tasks. Malone’s quote is twofold on its message.
While promoting confidence and sustainability of
youth in the project is critical, the other message
is about creating community buy-in. By involving
people from the community in your project, you
give ownership to the project. If the community
doesn’t support the work, there’s no way it can
be sustainable. When creating a management
plan, don’t just think about how it will be run and
organised, reflect on how to get people involved
and create long-term stability.
 Implementation 129

Figure 4.2
Example Organisations Chart for a Business
This is an example of how you might choose to break down your project management.
This generic division of labour is generally what most oranisations choose to do.
(Source: http://static2.creately.com/blog/wp-content/uploads/2014/07/New-Org-Chart-1024x659.png.)
CONCLUSION
Celebrating
It’s the end of your construction or your pro-
gram went by smoothly. It’s time to celebrate
all the hard work and long hours you put into
the project! It may not have been exactly
what you planned, but it’s real, and it exists,
and that’s exciting. Use this end as a begin-
ning to kick off a new and positive change in
your community. Plan a celebration to start
the program or open the site. Again you can
use this as an opportunity to raise money or
to promote the project to a wider audience.
Inspire people with your success to do some-
thing in their community. Most importantly,
use the event as an opportunity to gauge
how successful the project was. Pass out eval-
uation material to collect by the end of the
night. While you’re almost done, there’s still a
few more steps left. The planning cycle never
ends! So enjoy this lull in the energy and use it
to build upon.
EVALUATATION
INTRODUCTION
er person or group puts you at risk of failure
should they fail. Evaluation can let you know
how well you’ve diversified your work and
your funding. If you have relied on grants,
you probably have relied on their perfor-
mance measures. The following will guide you
Combat Poverty with planning oppor- through developing your own measures of
tunities. Planned physical space becomes success. After that, you will learn how to apply
valuable when done so regarding their inter- these in a variety of evaluation techniques,
sectional effects on the various types of users.1 how to share the results of the assessment,
One way to determine whether or not you’ve and how to turn the evaluation materials into
succeeded in benefiting multiple users and next steps.
develop new planning opportunities is through
careful evaluation of the project. Whether you
do it internally, externally, or both, evaluation
is a crucial cap to the cycle of planning. Know-
ing your project fulfilled its mission is great,
but knowing that it did not is better in that
it tells you your need to rework the way you
planned and with whom you worked. Finding
means to give constructive feedback is essen-
tial to making things better

Another key insight is that development

agencies create further dependency chains.2
Another aspect of evaluating is to determine
better ways to get funding and ways to be-
come self-reliant (discussed in the last part
of this guide). The goal of this handbook if
you recall from the preface is to teach you
how to fish, that teaches you how to become
independent and rely on yourself to impact
change. Now this cult of individualism can be
dangerous, and we have learned that creating
partnerships is highly impactful, but building
interdependent relationships is the key. Being
co-dependent or wholly dependent on anoth-
 Evaluation 133

DEVELOPING PERFORMANCE
and how you measure. Using the same val-

MEASUREMENTS
id measurement each time gets at real value
created.

3. Triangulate: use multiple data sets, es-

Philanthro- Today people measure philanthropy
py (fi-lan- (fi-lan-thruh-pee) often by social returns on
thruh-pee) investments (SROIs) which put getting results
the practice
in conflict with making an impact. This process
of helping the
fails because of complications of public in-
poor and those
in need, espe- vestment, the rise of economic measurement,
cially by giving materialism and material values, income used
money to measure development, and the desire for
social enterprise to reach a bottom-line. These
look for measurable outcomes not sustained
solutions through this method. SROIs are char-
acterised by:
• Identifying all stakeholders
• Determining all costs
• Defining the earning power
• Identifying non-financial benefits
• Explaining how long it will take to return the invest-
ment as well as what form it will take
• Calculating at all
pecially comparing cohorts (koh-hawrt) and Cohorts
(koh-hawrts)
controls. Monitor your results.
a group of peo-
ple who share
4. Measure causality: how does data ex-
a common fea-
plain or protect each other? Look for what ture or aspect
causes data and why it seems that way. of behaviour
5. Change with measures: learn from the
programs and use the data you collect to in-
crease and add value.
In doing the above consider both positive and
adverse outcomes of the data analysis. It’s
helpful to have a checklist with you on what
needs to be done during the whole process to
hold yourself accountable to the measures you
create. 3

However, measures should reflect

self-reliance. You should measure how well you
utilise and balance different capitals (see part
two). In doing so can be used to create mean-
ingful measurements for success. Godfrey
suggests the following:

1. Measure mission, not money: take

time and test results based on your values and
identity.

2. Consistency counts: don’t change what

Table 5.1 Five Types of Evaluation
Detailed list of the five types of evaluations with examples.
(Source: https://cyfar.org/different-types-evaluation.)

METHODS FOR
EVALUATION
Several approaches from the research
phase can be reworked to evaluate the proj-
ect. When interacting with the public, the
evaluation form should be short and concise.
You only want to know their identity, tie to the
community, how they liked the project, any
improvements they would make, and if they
would come back. Limit the questions to five
and make them a mix of ranking and short
answer questions. Internal evaluation can be
more elaborate as you use self-created mea-
sures to see how well each part of the plan
succeeded.
There are five styles of evaluation (Ta-
ble 5.1). Using a diversity of styles ensures a
well-rounded evaluation and analysis. Evalua-
tion is also important in that it responds to the
accountability of the project outcomes. You
may have had a well formulated and well exe-
cuted plan, but if you don’t know what brought
those on, you can’t ensure that the project
Satisfactory
(sat-is-fak-
consistently delivers satisfactory (sat-is-fak-
tuh-ree, sat-is-fak-tree) service. The first level
tuh-ree, sat- of evaluation should look at the quality of the
is-fak-tree) project, if you effectively served the population
good enough or an underserved population in the com-
for a particular munity, and satisfaction. Satisfaction is a key
purpose
measure of success because you want people
to come back. The second level of evaluation
should focus on participation and whether
Evaluation 135
or not it led to some change or something
learned/gained. The last level is to evaluate
systematic outcomes on policy change, cli-
mate (both environmental and social) impact,
and any shifts in the priorities of businesses or
governments. Therefore, it is also important
to evaluate the inputs of the project and how
they shaped success.4
It is also critical to determine what led to the
outcomes. A key way to do that is to identify
what were the planned activities, whether you
performed them, and to what degree they ac-
complished the larger goal. You can measure
this through:
• Dosage: How long the program lasted, when you
offered it, and how often people attend?
• Curriculum: Did you do all the activities outlined and
did people learn what they were intended to learn? Did
they learn anything they weren’t but still found valuable?
• Engagement: how well did people engage with the
site? Observations and surveys can determine this
These evaluations will help you see how activi-
ties matched the program plan.5 The following
looks at several ways you can evaluate a proj-
ect.
Written
Written evaluation methods often come
in the form of traditional surveys. The survey
can be handed out in the mail, at the end of
events, and made available at the site. Another
means of written evaluation is open comment
cards placed on the site. Colour coding these
into improvements, favourite parts, sugges-
tions for additional aspects, and other catego-
ries can promote more constructive feedback
and make it easier to analyse.
Internal forms of written evaluation can
be longer surveys focused on more detailed
and specific to different levels of the project.
While the information you receive from people
can be used, it should not be your sole source.
tion in that you offer quick polls or questions
to answer quickly and concisely. The anonym- anonymity
ity (an-uh-nim-i-tee) of social media allows (an-uh-nim-i-
people to be more honest about the project. It tee) the state
also allows you to target a higher value of peo- of remaining
unknown to
ple. Social media can also be a place to pose most other
new idea about how to improve the project people
based on the analysis of the evaluations.

Other Methods
After all, most people are not aware of the
level of organisation that went into developing
the program nor of the project’s mission and
vision. Using your performance measure to You can also perform a footfall survey of the
measure the process is equally as important. site measuring the use and how people flowed
through space. Furthermore, this can be en-

Spoken
hanced through a behaviour map of the place
after the development to determine how well
utilised is that space. At events, you can offer
Spoken evaluation methods often come a kids corner where you ask youth to draw and
in the form of focus groups or interviews where colour their favourite part of the project. You
people discuss how they felt about the proj- can also use photojournalism to document the
ect. The process is either video recorded, tape utilisation of the space. You should also mea-
recorded, or written up as a report. Being in a sure the number of users at different times.
group allows ideas to bounce around more flu-
idly, but it does make more quiet people less
likely to speak up. Those people are important
to monitor during the discussion. Those peo-
ple may benefit more from a 1-on-1 interview.
This process does not just have to be practised
externally on individuals who engaged with
the project but also internally on people who
developed and managed the project.

Social Media
can be an effective platform for evalua-
 Evaluation 137

TIME SCALES FOR

EVALUATION
Create an assessment schedule. You
should implement each evaluation with a
definite time-limit and deadline. There should
also be clear deadlines for assessment analysis
to be complete as well as when those results
should be made readily available to the public.
Moreover, you don’t have to do the evaluation
at the end. It can take place at any time during
the whole planning process. You can evaluate
how well the research mechanisms worked
right after you used them. You can evaluate
your analysis techniques and if they were
helpful to your knowledge accumulation. Ask
people how they liked the planning workshop
or participating budget event as they are leav-
ing the venue. Plan when to perform these and
make sure you follow through. Surveys should
have a relatively quick turnover rate while oth-
ers may take a long time. Also, plan how long
it will take to develop and test the evaluation
instrument. Lastly, at the end evaluate the eval-
uations tools. It sounds a little crazy, but if one
worked better than the other and delivered
better information use it over the other. This
schedule will keep you accountable and keep
you on track.
 THE IMPORTANCE OF
benefits did they get? What was the result?

TESTIMONIALS
Testimonial A testimonial (tes-tuh-moh-nee-uh l) is
(tes-tuh- a written statement of a satisfied customer.6
moh-nee-uh It builds legitimacy, trust, and credit for your
l) a thing that project,7 8 which otherwise may rely solely
is given or on word-of-mouth.9 It does this by using the
done to show customer’s voice, free of any jargon and in
admiration for
somebody or everyday language. It bridges insecurity gaps
to thank some- by providing proof of quality.10 This compelling
body content is mostly used to improve branding.11
That is crucial because it is critical for custom-
ers and other businesses that may be sceptical
of your service but want to engage with it.12
Testimonials should be used to high-
light a skill set; it’s a way of saying what you do
well.13 Think of it as the way you typically shop
around for products. You want to research,
read reviews, and get a second opinion of the
product before you buy it. A testimonial is just
simply one form of review.14 15 To do this, you
can use several types. The most common are:
Answer these question and then reach out to
the people on your list. Ask them to write a
testimonial for you and offer suggestions as
to what they can say, steering them towards
writing what benefits you gave them. If they’re
too busy, have sample endorsements for them
to approve and use. Lastly, make sure the full
name of your project is in each testimonial.17
From there you can use them as part of a way
to boost marketing and visibility.18 19 Share your
testimonials through:
• Social Media: especially on Twitter, which people use
in high volume for reviewing businesses.
• Your Website: This builds rapport to those who visit it.
•Blogs: for more in-depth testimonials that are unique
and more focused on telling a story.
Ask your customers who wrote the testimonial
to share it via their social media as to expand
your audience.20 Doing so will also improve
your search engine optimisation.21

• Case studies: shows how customers use the product

and what they got out of it.
• Videos: if you have the resources to do this, they are
effective in that they seem less made up than a written
testimonial.16

Also, getting testimonials is an easy en-

deavour. Simply make a list of all the non-rel-
atives who have seen you in action or have
benefited from your service. What tangible

ANALYSING
EVALUATION DATA
This analysis will not be the same as the
previous study discussed in part two of this
guide. While you will be coding evaluation
materials, you will be asking yourself a differ-
ent set of questions. Before you evaluate,
determine what it was you wanted to change
or what you expected to change. Knowledge?
Skills? Aspirations? Behaviour? The last is the
most difficult to change as it is more long-term
and relies on several factors making it a wicked
problem. It is also important to be specific in
your evaluation. Clearly state why you want-
ed to create this type of change. Lastly, use
the assessments to figure out how to be less
activity driven and how to create more inten-
tional learning. People should get more out of
the project than just a string of events.22 Using
these as benchmarks is one way to analyse the
evaluation data.
Another way that you should interpret
your assessment data is how well you lived up
to your objectives and how well accomplished
all the tasks you had in place. If you did not
carry out a task or one of your objectives,
determine what got in the way of you doing
Obsolete
(ob-suh-leet, so. Did it become obsolete (ob-suh-leet, ob-
suh-leet)? Did you reprioritise? Did you forget
ob-suh-leet)
no longer used about it? Measure against how well you man-
because some- aged to fulfil your performance objectives as
thing new has developed at the beginning of this part. Deter-
been invented
Evaluation 139
mine if you did not live up to these goals. De-
termine what made it easy if you were able to
accomplish the above. Determine if there were
any possible obstacles and how you overcame
them.
The primary concern should be how
well you redistributed resources. Davidoff ex-
plains,
But the “great issues” in economic organisation, those
revolving around the central issue of the nature of dis-
tributive justice, have yet to be settled. The world is still
in turmoil over the way in which the resources of nations
are to be distributed. The justice of the present social
allocation of wealth, knowledge, skill, and other social
goods is clearly in debate.23
His quote comes from the 1960s, and yet it re-
mains highly relative. This quote, also, gets at
the three tiers of evaluation—individual quality
of the project, participation in the project, and
systemic outcomes of the project—especially
at the third tier where you evaluate systems.
If you can measure the resource distribution
before and after the project you can have
substantial evidence that your project added
value.
There are some other means that you
can analyse such as the projects user-ship and
the internal diversity of management. The
free wi-fi project in Montreal discussed earlier,
looked at these two variables. Whether or not
the user-ship engaged with the community
centred information is debatable. Furthermore,
the gendered division of labour internally sus-
taining the wi-fi brings into question at whose
expense do you gain social capital. Nonethe-
 CONCLUSIONS
less, the effort does allow people of all ages
to communicate wirelessly in a free, public
space.24 You will find that while you may have
succeeded in some variables, you may need to
improve others. This balance is why you never
finish with the process of planning—there is
always room for improvement.
Creating a Narrative for
Future Planning
Once you have evaluated the project and an-
alysed the results, you can start to tell a story
of the impacts that the project made. Much
like testimonials, people want to know how
well the plan worked and whether or not you
accomplished your goals. Writing a narrative
tends to be more exciting than only reviewing
a spreadsheet of numbers. If you don’t know
what’s behind the figures, you cannot under-
stand them. Using narrative forms allows you
to fill this gap. Furthermore, use any opportu-
nities you missed to write about what to com-
plete in future planning. Writing in a narrative
form makes this data more accessible to the
public, who can then comment on it. Public
comment can be invaluable as you restart
the planning project. But how do you move
towards that direction? The final part of this
guide will explore how to apply all that you
have learned, gained, and created.
REPEATING
THE CYCLE
 INTRODUCTION
Being Honest about
Success
When you have completed one cycle of the
plan, there is often a lull before the next one.
During this time we may romanticise (roh-
Romanticise man-tuh-sahyz) the work that we did during
(roh-man- the previous planning phase. We may forget
tuh-sahyz) to key details and choose to recall them different-
make some- ly. This is dangerous and reduces your chances
thing seem
more attractive
of success in the next step. To avoid this alto-
or interesting gether, it is critical to keep records of every-
than it really is thing you did and be brutally honest. Evaluat-
ing our successes shows us what to continue
doing, and how to build upon it. If we only talk
about success, we are not preparing for the
next phase of planning nor are we recognising
our chance to grow. Evaluating previous fail-
ures teaches us what pitfalls to avoid. As you
move forward, take a note of how well you did
and where you need to improve.
FUTURE RESEARCH
Figuring out where to improve is pre-
cisely where you find your next planning proj-
ect. What didn’t work last time? Where did the
oversight come in—research, analysis, plan-
ning, implementation, evaluation, somewhere
else? Pinpointing where something started
failing tells you where to be most cautious.
For example, perhaps the funding changed
the objectives of the plan. This could be a call
to ask for local and federal governments to
sponsor and thus fund your projects.1 Research
foundations and government grants that will
fit the needs of your program as opposed to
the opposite (Such as the Fields Foundation
in Chicago). This is a call to do better research
and use the evaluations to guide you where to
look first and what questions to ask.
The more tailored research allowed
Townsend to perform the following analysis:
Yet despite the prevalence of broadband access and
PCs in Korean homes, many of these clans will meet in
PC bangs and venture online together, and mix face-to-
face interaction with their clan, with online interaction
with their clanmates and their enemies…. At these times
PC bangs represent one of the most seamless need
of Korean youths (mostly males) for a transitional step
between work/school and home. 2
This discovery of a vital “third place” came
through in-depth research and asking a lot
of “why?” or “so what?” questions. Use this
Repeating the Cycle 143
second and continual steps of research to go
deeper into the what you have already anal-
ysed to be needs or assets. But don’t be nar-
row-minded. Keeping an open mind will allow
you to pick up on new discoveries.
If researching young people and their
needs in the community, take a deeper look
into unstructured play. Unstructured play oc-
curs in places where you are allowed to be free
from inhibition (in-i-bish-uh n, in-hi-bish-uh n). Inhibition
In these environments, children do not have (in-i-bish-uh
to figure out how they should be acting, there n, in-hi-bish-
is no code-switching, rather there is social uh n) a shy or
fluidity. Furthermore, “Through play, children nervous feeling
explore and discover places, transforming that stops you
from express-
them as potential spaces to create culture.” ing your real
3
This comes out of evoking the familiar, and thoughts or
while best practices are helpful to understand feelings.
different ways of solving a problem, they do
not respond to the way things exist in partic-
ular places. They lack genius loci (gen-i-oo s Genius Loci
loh-kee; English jee-nee-uh s loh-sahy, loh-ka- (gen-i-oo
hy). This is where stuff like play sets available s loh-kee;
in shopping centres, and fast food places English
fail. They, “are only available during trading/ jee-nee-uh
[opening] hours, and only provide gross mo- s loh-sahy,
tor activities (equivalent to an adult gym). The loh-kahy) the
play is in fact so much more than the scripted, spirit of the
place
confined movement dictated in these places.”
4
Use your research to analyse where theses
places exist and how they can be improved
upon. And most importantly, get young peo-
ple involved in the design process.
Utilising Community detrimental (de-truh-men-tl). False assets like Detrimental
cars lead us to make discoveries and find ways (de-truh-

Assets to change planning policies and practices. Ke- men-tl)

arns and Collins challenge our current planning harmful
policies stating, “Given ongoing reluctances to
By now you know the difference be- break automobile dependence and promote
tween an asset and need. While needs that still and uses public transport networks children
exist after the plan are a great place to start are destined to remain to marginalise users of Marginalise
the next project, work existing assets into the urban space.” 8 Upon understanding this, we (mahr-juh-
scheme as means to continue to cultivate. Re- can flip the script. We can focus on assets such nl-ahyz) to
search how the project affected these assets. as public transit that allow mobility for all peo- make some-
Was it for better or worse? And determine how ple. While needs and assets are good to know, body feel as
you can ensure these assets are well cared. if they are not
identifying false ones are even more so. important and
The most obvious asset, of course, is peo- cannot influ-
ple, regardless of their demographic. Citizens ence decisions
should have an active role in deciding public or events; to
policy.5 Young people are a part of that. The put somebody
overall complexity of cities can be beneficial in a position
in which they
to youth when the physical, social, and per- have no power
sonal structures all work in tandem to support
young people. When we listen to young peo-
ple, understand their complex intersectionality,
and engage them in the planning process, we
can better mitigate planning errors. A city for
young people is a city for all people.6

Indeed analysing assets helps us figure

out what our priorities are. For example, many
people might say that an automobile is an
asset for the level of freedom it gives some-
one. However, further, inspection finds that
they degrade the environment, make unsafe
streets, and create dependency chains. Subur-
ban gated communities made it impossible to
travel by any means other than cars.7 Though
the safety of these communities which made
them an asset actually proves to be more
 Repeating the Cycle 145

FUTURE IMPLEMENATION
the doors to understanding how the whole sys-

STRATEGIES
While you should evaluate your re-
search, analysis, and planning methods, the
most help comes from evaluating how well you
were able to implement and how close the
end result came to your initial plan. This will al-
low you to see what to do next time to ensure
success. One thing that can stymie progress in
implementation is staying too short-sided. This
can be solved by forming a more interdisciplin-
ary team. Make sure you have diverse perspec-
tives. Multidisciplinary approaches to physical
and mental health in young people are need-
ed. In particular, Gleeson and Sipe point out,
“built environments both reflect and condition
the key environmental and behavioural dy-
namics that shape the well-being of children.”
9
If you had identified in your evaluation that
behaviour is one of the key things you want to
change, hiring a behavioural psychologist may
be a positive step.
tem works and how together we can change it.
The UN is a critical player in this. Karen Malone
notes,
As the world becomes more urbanised, and the pres-
sures and demands on resources become greater, there
will be a stronger need to develop strategies and plans
that have their basis in global policies and frameworks
that countries are signatories to…. These UN Decla-
rations become political devices for making the state
accountable for the ways they plan and design our city
landscapes. Unless this becomes part of the mainstream
government practice, our young people will continue
to be susceptible to the escalating disadvantage of the
urban spaces.10
Implementation has to respond to these pres-
sures for programs to be successful. This is
why we have focused on the GUIC model for
research and workshops. Their backbone pro-
vides a robust international model that can be
used anywhere.

Much of this guide has also been to

understand the planning system in which you
work. Knowing about zoning, permits, and
codes keep you one step ahead of the game.
When you work within the system, you can
make more effective policy changes to slowly
impact change. At the same time, we have to
understand that the world we live in is no lon-
ger just local. Understanding the global plan-
ning field, as this guide has also done, opens
 Repeating the Cycle 147

EVALUATION +
1.Ongoing evaluation: in the form of the program and
the problems
2. Incentives for children: rewards for healthy active

FURTHER ITERATIONS
behaviour and other positive reinforcements
3. Neighbourhood improvements: improving capacity
for walking, cycling, and public transit.
These are less “arduous” than most things suggest.12
How do we plan to go ahead? In our
assessment, we may have found some missed This is the end of the guide. The epilogue
opportunities and over-focus on one aspect. closes out on some key themes of the hand-
Planning is a balancing act, an attempt to book and is worth the quick read. I hope that
Homeo- reach homeostasis (hoh-mee-uh-stey-sis). it has been useful to you. The purpose was to
statis For example, in liberal economies, our focus teach you how to plan on your own. While get-
(hoh-mee- should not just be on socialising or privatising ting help from expert adults can be necessary
uh-stey-sis) everything; rather a plan should be balanced and learning when to ask for help even more
the process
in the sense of supporting the private market so, the goal all along has been to get you con-
by which the
body reacts and integrated government control.11 This fidently able to implement a plan. The breadth
to changes in plays out in our partnerships. The evaluation of this international guide, admittedly, made it
order to keep also pointed out that one thing we want to be difficult to focus on the exact methods for your
conditions in- able to measure in our projects is the level of community to prepare a design. But the tools
side the body,
systemic change. are commonplace across the globe—no thanks
for example
temperature, in part to imperialism and colonialism—and
the same Changing policies is not an easy thing a general understanding will give you what
Ingrained to do. At the time they are so ingrained (in- it takes to start planning. I wish you all the
(in-greynd, greynd, in-greynd) in political dogma that to best and go out there to create some positive
in-greynd) change them seems like a fool’s errand. Also, change.
that has existed the language in policies can be so verbose and
for a long time grandiloquent availing lexeme that is arduous
and is there-
to discern. Therefore not only do we have to
fore difficult to
change create better policy, but we have to make it
more accessible. Accessibility of codes, as you
might recall from the introduction to the guide,
is an important part of Scandinavian systems.
But we do not all live in that system. Because
we don’t, Kearns and Collins identify several
key lessons for other cities to consider in their
policy creation and implementation for young
people. They suggest:
 EPILOGUE
What are we supposed to do if our throughs
and concerns are not taken into account? Do
it yourself. While self-help can be a toxic rela-
tionship, self-help that leads to wider commu-
nity benefits, accountability, and visibility by
elected officials is a perfect thing. This guide
Cities are complicated. The things we has been an attempt to do the latter.
want to do to change them can be even more
so. Davidoff describes the city. Throughout this guide, the author—me,
Ben Sereda—was guided by four key themes.
Interrelated The urban community is a system comprised of inter-
The first was that what you are starting now is
(in-ter-ri-ley- related elements, but little is known about how the
elements do, will, or should interrelate. The type of not going to end. This is a cycle, cycles are cir-
tid) closely knowledge required by the new comprehensive city cles, and circles are infinite. Next is that what
connected and
planner demands that the planning profession be com- starts off as dependence can turn in to self-re-
affecting each
prised of groups of [people] well-versed in contempo- liance. Self-reliance is critical so that you can
other
rary philosophy, social worker, law, the social sciences,
break the cycle and stop the abuse. This is ac-
and civic design.1
complished by thinking ethically—about future
generations and what is morally beneficial for
To understand the city we have to take it a
the greater good. Lastly, the above culminates
part, examine the pieces, have experts define
in the practice of engagement. Through direct
these pieces, and then put it back together the
engagement, we can build broader community
way we think it ought to function. But what if
ownership, which is essential to the long-term
we relied less on a panel of experts and more
sustainability of a project.
on the common sense of the people who live
in the community.

Respecting people as assets is much

Planning as a Never-
easier than dismantling something. It’s also a
lot less time consuming and gets quicker to
Ending Cycle
the end result—effective change. However,
The planning process is never over because
people are often kept out of this, they may
you must always advocate maintaining your
be consulted and placated, but not actually
project. Davidoff differentiates between plu-
engaged in the final decision. This applies
ralism and advocacy, “Pluralism in support
to adults and young people. In fact, Karen
of political contention describes the process;
Malone determines, “...Many local govern-
advocacy describes the role performed by
ments carry the final responsibility for the vary
the professional in the process.” 3 While it is
elements that have the greatest impact on
helpful to think pluralistically and how other
children’s well-being and quality of life…” 2

are affected, it’s only good if you have some-
one willing to stand up and make stuff happen.
The advocate planner does this. Furthermore,
Planning never ends because things never stay
the same.
Cities, policies, and children all are
always changing. Therefore it may seem im-
possible for a city to ever have consistent
child-friendly policies. Part of this, as Malone
notes, in order “to make change happen,
governments must make political commit-
ments and implement actions on the ground.”
4
Seeing is believing, but sometimes we have
to work to get that change jump started. Once
we start it, we have to understand that we
are making a commitment to ourselves and
community to keep working until the cycle
of abuse is broken. To do so, people have to
become self-reliant.
Working Yourself out of
Existence
Ideally, you do not want to be doing the same
project forever. Ideally, it would sort itself out
and pass out of existence. This seems very dif-
ficult at first, but teaching people how to fish
and become self-reliant is one way to break
the cycle and work yourself out of existence.
Self-reliance “represents both a disposition,
a bundle of beliefs and attitudes that drives
behaviour, and a condition, or configuration
of assets and resources that result from those
behaviours” 5 Capital works like an energy in
149
that it creates movements for work and regen-
erates with care over time. The velocity of that
movement is self-reliance. Unlike most views
of self-reliance is nonconformity and rejection
of norms, Godfrey proposes a set of standards
and virtues that 1) defines the resources one
has and 2) their ability to grow and keep their
resources. We create self-reliance through
accepting responsibilities, becoming self-suffi-
cient, and taking on a long-term view.6
It is easier to be deflected but having
responsibilities and sticking to them builds
accountability. We all have obligations whether
to ourselves and/or to others. Responsibility
can be seen as a product of societal norms
that are subtle, familiar teachings that mani-
fest in individual differences. Responsibilities
answer why we do something. They also make
us self-directed and able to take the initiative
using our own self-agency. Responsible organi-
sations, then,
• Have active participating clients
• Makes positive choices that lead to functional pro-
grams
• Delegates responsibilities and
• Has accountability measures
While having responsibilities is one thing being
able to stick with them and through them is
another.7
Self-efficiency is the belief in oneself to
succeed. It Is kind of a coping mechanism the
building ourselves to become resilient. Believ-
ing that situations are malleable and that you
can influence the environment is the key way
to gain this trait. It comes to multiple occa-
sions of trial and error as a process as well as
learning from others successes. This creates
the ability to say “I can’t do something”.
Self-efficient organisations, then,
• “Train first through word or demonstration, then transi-
tions skill development to the individual.” 8
• Takes proper pacing, practice, and feedback
• Hold others accountable for the consequences of their
own actions
Becoming self-efficient allows you to maintain
responsibilities as well as recognise that while
the here and now is important, the way we im-
pact the future in thinking on a broader scale is
equally so.9
Having a long-term view is critical for
self-efficiency. This comes from prioritising
values, respecting tradition, and having rec-
ognition for the importance of relationships.
More important it is the understanding that
we must always engage in ongoing processes.
By doing this, we can recognise multigenera-
tional change and conservation. This answers
the questions of what something means in the
long run and how to do something. Organisa-
tions with the long-term view, then,
• Don’t rush into things
• Take into account what went in before but plan for the
future
• Take time to train
• Answers “and then what?”
• Sets realistic time-/dead-lines
• Outlines details in the sequence of events that must
be done to accomplish the goal
Thinking ahead allows you to plan ahead.
Long-term view, self-sufficiency, and respon-
sibility don’t come out of nowhere, but rather
takes a lot of work to cultivate.10
If the above three represent the dis-
positions of self-reliance, the conditions and
behaviours for self-reliance come through
acquiring, husbanding, leveraging, and pres-
ervation. Acquiring is the idea of encouraging
yourself to gather capital, whether it be in the
form of skills, relationships, or physical assets.
Husbanding is the idea of making the most
of what you have through taking care of it.
Leveraging is the idea of combining individ-
ual resources with the resources of others to
enhance and husband their own. Lastly, and
most importantly, we must preserve the above.
Invest, saving, and securing what you have
gathered can be deployed later. I work in the
above we can hopefully eventually Break our-
selves out of the cycle.11
Ethical Planning
Ethics align most with cognitive, insti-
tutional capital in that it defines the way we
build our moral code. Most of the ethics are
debatable and relative, but there are com-
mon strings throughout religions that weave a
Defamation
common tapestry. Largely ethics is about using
(def-uh-
the choices in our lives to avoid causing harm
mey-shuh
to ourselves and others. This is why most faiths
n) the process
forbid killing or defamation (def-uh-mey-shuh or result of
n) of character. These represent the extremes changing and
of physical and social harm that one should spoiling the
avoid. Ethical planning thus becomes the normal shape
of something

the practice of making sure that our plans later
on down the line will not cause harm to indi-
viduals, groups, or whole communities. Pri-
marily this is researched through exclusionary
space and contested space.
Some types of exclusion are warranted, such
as the division of public and private space
regarding the family home.12 Nonetheless,
most of the exclusion is about social control,
in which those in power strategically plan out
those throught to be menaces out of space.
This, in turn, creates contested space, as one
group wants what they can’t have leading to
conflict. However, we can agree the exclusion
is ethically wrong as it causes harm to users
who want to use the space. Thus the opposite
would be for those wilfully disruptive, or ‘an-
ti-social’ youth to benefit from reintegration as
opposed to total removal.13
This can be accomplished through policies of
engagement and an increase in citizen control.
Citizen power “…is the redistribution of power
that enables the have-not citizens, present-
ly excluded from the political and economic
processes, to be deliberately included in the
future.” 14 Furthermore, Iveson generally cri-
tiques the urban space and spatial politics as
being based on social control, which he an-
ticipates a policy of engagement could miti-
gate. He explains that “...working towards a
policy of engagement with young people that
start[s] from a different vision of the city and a
different understanding of the ‘problems’ to
be addressed by urban policy.” 15 Institution-
al change takes a long time, and systematic
151
oppression takes even longer. Both can be
alleviated (uh-lee-vee-ey-tid) through educat- Alleviated
ing the community of what is keeping them (uh-lee-vee-
where they are. But both most likely know that. ey-tid) to
It also takes educating those in power about make some-
thing less
these systems and how they create dependen-
severe
cy chains. But they most likely know that, too.
Thus education should be focused on those in
the middle, privileged people who do not seek
questions. This can be done through participa-
tion
Community
Participation and
Ownership
Inclusion is important. People want to
participate in their community to feel a sense
of ownership. Individuals who want youth par-
ticipation want the same things for young and
older people. Young people are often not seen
even as citizens in the community and lose
their agency (ey-juh n-see). By giving young Agency
people a voice, we allow them to state how (wurd)
adult’s decisions impact their daily life. More- 1) The state of
being in action
over, “Inclusion matters for the often-cited or of exerting
impacts it has on young people and the devel- power
opment of an informed and engaged citizen- 2) A means of
ry.” 16 This is why GUIC came into fruition. The exerting power
GUIC project’s motives were twofold: or influence
1. Influence municipal policy
2. Build alliances and shared actions across
scales and sectors 17
By following this model, young people were fi-
nally brought back into the public sphere. They
were given the audience of city officials. While
not all of these encounters led to change,
it did change the way those with authority
viewed youth. While politics may have made
any kind of change impossible, youth could
pinpoint when were community needs, where
were strong assets, and articulate what change
required to be done.
The GUIC movement stems from other UN
directives. Malone notes that:
Principle 21 of the Rio Declaration clearly reinforces the
active participatory role of youth in sustainable devel-
opment: ‘The creativity, ideals and courage of young
people of the world should be mobilised to forge a
global partnership to achieve sustainable development
and ensure a better future for us all’ (UN 1992). The
introduction and the content of chapter 25.1 state: ‘[y]
outh comprise nearly 30 per cent of the world’s popula-
tion. The involvement of today’s youth in environmental
and developmental decision-making, and in the imple-
mentation of programmes is critical to the long term
success of Agenda 21’ (UN 1992).18
“Eyes upon the street” holds the street ac-
countable.19 This is only one piece of the
puzzle. In our streets dominated by cars, many
streets—especially in the United States—have
lost their social function. Many communities
become fragmented, and the street ballet
takes an extended intermission until the begin-
ning and end of work days when commuters
clog streets. Through engaging with commu-
nities and creating participatory structures,
we can create a better sense of ownership,
friendlier streets, and most important—healthy
incubators (in-kyuh-bey-ter, ing-kyuh-bey-ter) incubators
for our youth. (in-kyuh-bey-
ter s, ing-
Thanks a mil for listening, kyuh-bey-ter
Ben Sereda s) a machine
like a box
where eggs are
kept warm until

Participation is a key way to capture the spirit

of youth in development. While this policy is
not enforced throughout the globe, those that
do utilise it see results. Cities need people to
survive. More importantly, cities need cooper-
ation.

Cities can both be harsh and healing. Jane

Jacob’s used the beautiful analogy of a street
ballet to describe life in the city. The beauty of
the street ballet lies within its utility––it pro-
vides an essential service of social policing.
ENDNOTES
153

Foreword
1. Claire Freeman, “Colliding worlds: Planning with children and young
people for better cities,” in Creating child-friendly cities: Reinstating kids in the
city, ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006), 69.

Introduction
1. Stephen Berrisford, “Why It Is Difficult To Change Urban Planning
Laws In African Countries”, Urban Forum 22, no. 3 (2011): 209-210, doi:10.1007/
s12132-011-9121-1.
2. Berrisford, “Why It Is Difficult To Change Urban Planning Laws…”.
3. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends: The Urban Planning Process (Procedural), Planning Sustainable Cit-
ies: Global Report On Human Settlements 2009 (Nairobi: United Nations, 2009).
4. Konstaninos Lalenis, Spatial Planning Typologies For The EU Member
States, Typology Of EU National Governance And Spatial Planning Systems (Volos,
Greece: PLUREL, 2007).
5. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends.…
6. Lalenis, Spatial Planning Typologies….
7.United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends…, 47.
8. ibid., 49.
9. ibid.
10. Lalenis, Spatial Planning Typologies…, 1.
11. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends…, 5.
12. ibid.
13. ibid., 48.
14. ibid.
15. Lalenis, Spatial Planning Typologies .…
16. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends.…
17. Lalenis, Spatial Planning Typologies .…
18. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends…, 50.
19. João Fumega, Samuel Niza and Paulo Ferrão, “Identification Of Urban
Typologies Through The Use Of Urban Form Metrics For Urban Energy And Cli-
mate Change Analysis”, in Urban Futures-Squaring Circles: Europe,
China And The World In 2050 (Lisbon: Universidade de Lisboa, 2014), 1,
http://10.13140/2.1.3347.2008.
20. Lalenis, Spatial Planning Typologies…, 7.
21. ibid.
22. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends…, 49.
23. Lalenis, Spatial Planning Typologies .…
24. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends…, 95.
25. Lalenis, Spatial Planning Typologies …, 5.
26. ibid., 6.
27. Fumega, Niza and Ferrão, “Identification Of Urban Typologies…”.
28. Lalenis, Spatial Planning Typologies .…
29. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends…, 50.
30. Fumega, Niza and Ferrão, “Identification Of Urban Typologies…”.
31. Lalenis, Spatial Planning Typologies …, 11.
32. ibid.
33. Brendan Williams, “International Planning: European Approaches”,
(Lecture, University College Dublin, 2017).
34. Lalenis, Spatial Planning Typologies …, 4.
35. ibid.
36. ibid., 6.
37. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
38. ibid., 49.
39. Lalenis, Spatial Planning Typologies.…
40. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
41. Lalenis, Spatial Planning Typologies….
42. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
43. Lalenis, Spatial Planning Typologies….
44. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
45. Asad Shaheed, “Foreword”, in Urban Planning In The Middle East:
Case Studies (Newcastle upon Tyne: Cambridge Scholars, 2011), xi.
46. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
47. John Yarwood, Urban Planning In The Middle East: Case Studies
(Newcastle upon Tyne: Cambridge Scholars, 2011).
48. Yarwood, Urban Planning In The Middle East…, 7.
49. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
50. Yarwood, Urban Planning In The Middle East…, 10.
51. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
52. ibid.
53. Yarwood, Urban Planning In The Middle East….
54. ibid.
55. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
56. ibid.
57. Yarwood, Urban Planning In The Middle East….
58. ibid.
59. Mahbub Rashid and Ahmed Ali A Bindajam, “Space, Movement And
Heritage Planning Of The Historic Cities In Islamic Societies: Learning From The
Old City Of Jeddah, Saudi Arabia”, URBAN DESIGN International 20, no. 2 (2015):
107-129, doi:10.1057/udi.2014.6.
60. Yarwood, Urban Planning In The Middle East….
61. Brendan Williams, “Iranian Planning System”, (Lecture, University
College Dublin, 2017).
62. Yarwood, Urban Planning In The Middle East….
63. Williams, “Iranian Planning System”.
64. Rashid and Bindajam, “Space, Movement And Heritage Planning…”.
65. ibid.
66. ibid.
67. Williams, “Iranian Planning System”.
68. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
69. ibid.
70. Yarwood, Urban Planning In The Middle East….
71. Williams, “Iranian Planning System”.
72. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
73. Williams, “Iranian Planning System”.
74. Yarwood, Urban Planning In The Middle East subject
75. Rashid and Bindajam, “Space, Movement And Heritage Planning…”.
76. Yarwood, Urban Planning In The Middle East….
77. “Berlin Conference”, En.Wikipedia.Org, 2017, https://en.wikipedia.
org/wiki/Berlin_Conference.
78. Catherine Coquery-Vidrovitch, “From Residential Segregation To Af-
rican Urban Centres: City Planning And The Modalities Of Change In Africa South
Of The Sahara”, Journal Of Contemporary African Studies 32, no. 1 (2014): 1-12,
doi:10.1080/02589001.2014.900307.
79. Berrisford, “Why It Is Difficult To Change Urban Planning Laws…”.
80. Coquery-Vidrovitch, “From Residential Segregation To African Urban
Centres…”.
81. Berrisford, “Why It Is Difficult To Change Urban Planning Laws…”.
82. ibid.
83. ibid.
84. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
85. Coquery-Vidrovitch, “From Residential Segregation To African Urban
Centres…”.
86. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
87. Berrisford, “Why It Is Difficult To Change Urban Planning Laws…”.
88. United Nations Human Settlements Programme (UN-Habitat), P
art II: Global Trends….
 155
89. Berrisford, “Why It Is Difficult To Change Urban Planning Laws…”. The Pacific….
90. United Nations Human Settlements Programme (UN-Habitat), Part II: 117. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends…. Global Trends….
91. Coquery-Vidrovitch, “From Residential Segregation To African Urban 118. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And
Centres…”. The Pacific….
92. Berrisford, “Why It Is Difficult To Change Urban Planning Laws…”. 119. United Nations Human Settlements Programme (UN-Habitat), Part II:
93. Coquery-Vidrovitch, “From Residential Segregation To African Urban Global Trends….
Centres…”. 120. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And
94. Berrisford, “Why It Is Difficult To Change Urban Planning Laws…”. The Pacific….
95. ibid. 121. ibid.
96. Coquery-Vidrovitch, “From Residential Segregation To African Urban 122. United Nations Human Settlements Programme (UN-Habitat), Part II:
Centres…”. Global Trends….
97. Berrisford, “Why It Is Difficult To Change Urban Planning Laws…”. 123. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And
98. United Nations Human Settlements Programme (UN-Habitat), Part II: The Pacific….
Global Trends…. 124. ibid.
99. Belinda Yuen, Revisiting Urban Planning In East Asia, South-East Asia, 125. United Nations Human Settlements Programme (UN-Habitat), Part
And The Pacific, Planning Sustainable Cities: Global Report On Human Settle- II: Global Trends….
ments 2009 (UN Habitat, 2009). 126. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And
100. United Nations Human Settlements Programme (UN-Habitat), Part II: The Pacific….
Global Trends…. 127. United Nations Human Settlements Programme (UN-Habitat), Part II:
101. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And Global Trends….
The Pacific…. 128. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And
102. United Nations Human Settlements Programme (UN-Habitat), Part II: The Pacific….
Global Trends…. 129. ibid.
103. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And 130. United Nations Human Settlements Programme (UN-Habitat), Part II:
The Pacific…. Global Trends….
104. United Nations Human Settlements Programme (UN-Habitat), Part II: 131. ibid.
Global Trends…. 132. Clara Irazábal, Revisiting Urban Planning In Latin America And The
105. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And Caribbean, Revisiting Urban Planning: Global Report On Human Settlements 2009
The Pacific…. (UN Habitat, 2009).
106. United Nations Human Settlements Programme (UN-Habitat), Part II: 133. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends…. Global Trends….
107. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And 134. Irazábal, Revisiting Urban Planning In Latin America And The Carib-
The Pacific…. bean.
108. United Nations Human Settlements Programme (UN-Habitat), Part II: 135. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends…. Global Trends….
109. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And 136. Irazábal, Revisiting Urban Planning In Latin America And The Carib-
The Pacific…. bean.
110. United Nations Human Settlements Programme (UN-Habitat), Part II: 137. ibid.
Global Trends…. 138. United Nations Human Settlements Programme (UN-Habitat), Part II:
111. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And Global Trends….
The Pacific…. 139. Irazábal, Revisiting Urban Planning In Latin America And The Carib-
112. United Nations Human Settlements Programme (UN-Habitat), Part II: bean.
Global Trends…. 140. ibid.
113. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And 141. United Nations Human Settlements Programme (UN-Habitat), Part II:
The Pacific…. Global Trends….
114. ibid. 142. Irazábal, Revisiting Urban Planning In Latin America And The Carib-
115. United Nations Human Settlements Programme (UN-Habitat), Part II: bean.
Global Trends…. 143. United Nations Human Settlements Programme (UN-Habitat), Part II:
116. Yuen, Revisiting Urban Planning In East Asia, South-East Asia, And Global Trends….
 144. Irazábal, Revisiting Urban Planning In Latin America And The Carib-
bean.
145. United Nations Human Settlements Programme (UN-Habitat), Part
II: Global Trends….
146. Irazábal, Revisiting Urban Planning In Latin America And The Carib-
bean.
147. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
148. Irazábal, Revisiting Urban Planning In Latin America And The Carib-
bean.
149. ibid.
150. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
151. ibid., 100.
152. Irazábal, Revisiting Urban Planning In Latin America And The Carib-
bean.
153. United Nations Human Settlements Programme (UN-Habitat), Part II:
Global Trends….
154. ibid.
155. Irazábal, Revisiting Urban Planning In Latin America And The Carib-
bean.
156. ibid.
157. Berrisford, “Why It Is Difficult To Change Urban Planning Laws…”,
219.
158. ibid., 214.
159. Brendan Gleeson and Neil Sipe, “Reinstating kids in the city”, in Cre-
ating Child-Friendly Cities: Reinstating kids in the city, ed Brendan Gleeson and
Neil Sipe, (Abingdon, UK: Routledge, 2006).
160. Brenden Gleeson, “Australia’s toxic cities: Modernity’s Paradox”, in
Creating Child-Friendly Cities: Reinstating kids in the city, ed Brendan Gleeson
and Neil Sipe, (Abingdon, UK: Routledge, 2006).
161. Neil Sipe, Nick Buchanan, and Jago Dodson, “Children in the urban
environment: A review of research”, in Creating Child Friendly Cities: Reinstating
kids in the city, ed Brendan Gleeson and Neil Sipe, (Abingdon, UK: Routledge,
2006).
162. Gleeson and Sipe, “Reinstating kids in the city”.
163. Karen Malone, “United Nations: a key player...”, in Creating
Child-Friendly Cities: Reinstating kids in the city, ed Brendan Gleeson and Neil
Sipe, (Abingdon, UK: Routledge, 2006).
164. Gleeson, “Australia’s toxic cities…”.
165. Kurt Iveson, “Cities for angry young people? From Exclusion and
inclusion to engagement in urban policy”, in Creating Child-Friendly Cities:
Reinstating kids in the city, ed Brendan Gleeson and Neil Sipe, (Abingdon, UK:
Routledge, 2006).
166. Claire Freeman, “Colliding worlds: Planning with children and young
people for better cities”, in Creating Child-Friendly Cities: Reinstating kids in the
city, ed Brendan Gleeson and Neil Sipe, (Abingdon, UK: Routledge, 2006)
167. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”.
168. Iveson, “Cities for angry young people?…”.
169. Paul Tranter, “Overcoming social traps: A key to creating
child-friendly cities,” in Creating Child-Friendly Cities: Reinstating kids in the city,
ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006).
170. Karen Malone, “United Nations: a key player…”.
171. Iveson, “Cities for angry young people?…”.
172. Gleeson and Sipe, “Reinstating kids in the city,” 1.
173. ibid.
174. ibid.
175. ibid.
176. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”.
177. Freeman, “Colliding worlds...”, 70
178. ibid.
179. ibid.
180. Victoria Derr and Emily Tarantini, “‘Because we are all people’:
Outcomes and Reflections from Young People’s Participation in the Planning and
Design of Child-Friendly Public Spaces,” Local Environment 21, no. 12 (February
19, 2016), doi:10.1080/13549839.2016.1145643, 1535.
181. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”.
182. Iveson, “Cities for angry young people?...”, 64.
183. Malone, “United Nations: a key player…”.
184. Gleeson, “Australia’s toxic cities…”.
185. Iveson, “Cities for angry young people?…”.
186. Freeman, “Colliding worlds…”.
187. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”.
188. Malone, “United Nations: a key player…”.
189. Freeman, “Colliding worlds…”.
190. Tranter, “Overcoming social traps…”
191. Gleeson and Sipe, “Reinstating kids in the city”.
192. Malone, “United Nations: a key player…”.
193. Gleeson, “Australia’s toxic cities…”.
194. Freeman, “Colliding worlds…”.
195. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”.
196. Malone, “United Nations: a key player…”.
197. Iveson, “Cities for angry young people?…”.
198. Freeman, “Colliding worlds…”.
199. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
200. Robin Kearns and Damian Collins, “Children in the intensifying city:
Lessons from Aukland’s walking school buses,” in Creating Child-Friendly Cities:
Reinstating kids in the city, ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor
& Francis, 2006).
201. Tranter, “Overcoming social traps…”
202. Benjamin Ross, Dead End: Suburban Sprawl and the Rebirth of
American Urbanism (Oxford, United Kingdom: Oxford University Press, 2014).
203. Prue Walsh, “Creating Child-Friendly Playspaces: A Practi-
tioner’s Perspective,” in Creating Child-Friendly Cities: Reinstating kids in the city,

ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006).
204. Gleeson and Sipe, “Reinstating kids in the city”.
205. Gleeson, “Australia’s toxic cities…”.
206. Freeman, “Colliding worlds…”.
207. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”.
208. Tranter, “Overcoming social traps…”
209. Malone, “United Nations: a key player…”.
210. Gleeson, “Australia’s toxic cities…”.
211. Malone, “United Nations: a key player…”.
212. Gleeson, “Australia’s toxic cities…”
213. Nilda Cosco and Robin Moore, “Our Neighbourhood is Like That!
Cultural Richness and Childhood Identity in Boca-Baraccas, Buenos Aires,” in
Growing Up in an Urbanising World, ed. Louise Chawla (Paris: UNESCO, 2002).
214. Gleeson and Sipe, “Reinstating kids in the city”.
215. Malone, “United Nations: a key player...”.
216. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
217. Kearns and Collins, “Children in the intensifying city…”.
218. Tranter, “Overcoming social traps…”
219. Gleeson and Sipe, “Reinstating kids in the city”.
220. Malone, “United Nations: a key player...”.
221. Gleeson, “Australia’s toxic cities...”.
222. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
223. Kearns and Collins, “Children in the intensifying city…”.
224. Tranter, “Overcoming social traps…”
225. Gleeson, “Australia’s toxic cities…”.
226. Tranter, “Overcoming social traps…”
227. Gleeson, “Australia’s toxic cities…”.
228. ibid.
229. ibid.
230. Sipe, Buchanan, and Dodson, “Children in the urban environment...”
231. Tranter, “Overcoming social traps…”
232. ibid.
233. Isabella Skiba and Rahel Züger, Basics Barrier-Free Planning, ed.
Bert Bielefeld (Basel: Birkhauser Verlag AG, 2009).
234. Iveson, “Cities for angry young people?…”.
235. Freeman, “Colliding worlds…”.
236. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
237. Malone, “United Nations: a key player…”.
238. Freeman, “Colliding worlds…”.
239. Malone, “United Nations: a key player…”.
240. Cosco and Moore, “Our Neighbourhood is Like That…”.
241. Freeman, “Colliding worlds…”.
242. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
243. Kearns and Collins, “Children in the intensifying city…”.
244. Tranter, “Overcoming social traps…”
157
245. Malone, “United Nations: a key player…”.
246. Cosco and Moore, “Our Neighbourhood is Like That…”.
247. Teti A. Argo, Shinta Prabonno, and Prima Singgi, “Youth Participa-
tion in Urban Environmental Planning Through Augmented Reality Learning: The
Case of Bandung City, Indonesia,” Procedia - Social and Behavioural Sciences 227
(2016).
248. Malone, “United Nations: a key player…”.
249. Cosco and Moore, “Our Neighbourhood is Like That…”.
250. Freeman, “Colliding worlds…”.
251. Gleeson and Sipe, “Reinstating kids in the city”.
252. Malone, “United Nations: a key player…”.
253. Freeman, “Colliding worlds…”.
254. Cosco and Moore, “Our Neighbourhood is Like That…”.
255. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
256. Tranter, “Overcoming social traps…”
257. Walsh, “Creating Child-Friendly Playspaces…”.
258. Tranter, “Overcoming social traps…”
259. Malone, “United Nations: a key player…”.
260. Gleeson, “Australia’s toxic cities…”.
261. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
262. Walsh, “Creating Child-Friendly Playspaces…”.
263. Gleeson, “Australia’s toxic cities…”.
264. Freeman, “Colliding worlds…”.
265. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
266. Walsh, “Creating Child-Friendly Playspaces…”.
267. Derr and Tarantini, “‘Because we are all people’…”.
268. Malone, “United Nations: a key player…”.
269. Gleeson, “Australia’s toxic cities…”.
270. Cosco and Moore, “Our Neighbourhood is Like That…”.
271. Freeman, “Colliding worlds…”.
272. Tranter, “Overcoming social traps…”
273. Derr and Tarantini, “‘Because we are all people’…”.
274. Malone, “United Nations: a key player…”.
275. Gleeson, “Australia’s toxic cities…”.
276. Iveson, “Cities for angry young people?…”.
277. Cosco and Moore, “Our Neighbourhood is Like That…”.
278. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
279. Tranter, “Overcoming social traps…”
280. Derr and Tarantini, “‘Because we are all people’…”.
281. Walsh, “Creating Child-Friendly Playspaces…”.
282. Derr and Tarantini, “‘Because we are all people’…”.
283. ibid.
284. Gleeson, “Australia’s toxic cities…”
285. Tranter, “Overcoming social traps…”
286. Walsh, “Creating Child-Friendly Playspaces…”.
287. Kearns and Collins, “Children in the intensifying city…”.
 288. Ross, Dead End….
289. Kearns and Collins, “Children in the intensifying city…”.
290. Cosco and Moore, “Our Neighbourhood is Like That…”.
291. Ross, Dead End….
292. ibid.
293. Malone, “United Nations: a key player…”.
294. Gleeson, “Australia’s toxic cities…”.
295. Cosco and Moore, “Our Neighbourhood is Like That…”.
296. Derr and Tarantini, “‘Because we are all people’…”.
297. Malone, “United Nations: a key player…”.
298. Freeman, “Colliding worlds…”.
299. Gleeson and Sipe, “Reinstating kids in the city”.
300. Malone, “United Nations: a key player…”.
301. Freeman, “Colliding worlds…”.
302. Gleeson and Sipe, “Reinstating kids in the city”.
303. Malone, “United Nations: a key player…”.
304. Gleeson, “Australia’s toxic cities…”.
305. Freeman, “Colliding worlds…”.
306. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”.
307. Malone, “United Nations: a key player…”.
308. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
309. Malone, “United Nations: a key player…”.
310. Freeman, “Colliding worlds…”.
311. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”.
312. Kearns and Collins, “Children in the intensifying city…”.
313. Walsh, “Creating Child-Friendly Playspaces…”.
314. Malone, “United Nations: a key player…”.
315. Freeman, “Colliding worlds…”.
316. Cosco and Moore, “Our Neighbourhood is Like That…”.
317. Malone, “United Nations: a key player…”,
318. Gleeson, “Australia’s toxic cities…”
319. Iveson, “Cities for angry young people?…”.
320. Derr and Tarantini, “‘Because we are all people’…”.
321. Malone, “United Nations: a key player…”.
322. Walsh, “Creating Child-Friendly Playspaces…”.
323. Malone, “United Nations: a key player…”.
324. Gleeson and Sipe, “Reinstating kids in the city”.
325. Gleeson, “Australia’s toxic cities…”
326. ibid.
327. Gleeson and Sipe, “Reinstating kids in the city”.
328. Gleeson, “Australia’s toxic cities…”.
329. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
330. Gleeson, “Australia’s toxic cities…”
331. Gleeson and Sipe, “Reinstating kids in the city”
332. Walsh, “Creating Child-Friendly Playspaces…”.
333. Gleeson, “Australia’s toxic cities...”, 35.
334. Gleeson and Sipe, “Reinstating kids in the city”.
335. Gleeson, “Australia’s toxic cities…”.
336. Walsh, “Creating Child-Friendly Playspaces…”.
337. Gleeson, “Australia’s toxic cities…”.
338. ibid.
339. Iveson, “Cities for angry young people?…”.
340. Freeman, “Colliding worlds…”.
341. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
342. Kearns and Collins, “Children in the intensifying city…”.
343. Ross, Dead End….
344. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
345. Tranter, “Overcoming social traps…”
346. Derr and Tarantini, “‘Because we are all people’…”.
347. Malone, “United Nations: a key player…”.
348. Freeman, “Colliding worlds…”.
349. Walsh, “Creating Child-Friendly Playspaces…”.
350. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
mental Planning…”.
351. Malone, “United Nations: a key player…”.
352. Gleeson, “Australia’s toxic cities…”.
353. Iveson, “Cities for angry young people?…”.
354. Freeman, “Colliding worlds…”.
355. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
356. Kearns and Collins, “Children in the intensifying city…”.
357. Tranter, “Overcoming social traps…”
358. Ross, Dead End….
359. Malone, “United Nations: a key player…”.
360. Freeman, “Colliding worlds…”.
361. Ross, Dead End….
362. Derr and Tarantini, “‘Because we are all people’…”.
363. Malone, “United Nations: a key player…”.
364. Freeman, “Colliding worlds…”.
365. Derr and Tarantini, “‘Because we are all people’…”.
366. Gleeson, “Australia’s toxic cities…”.
367. Freeman, “Colliding worlds…”.
368. Gleeson, “Australia’s toxic cities...”, 33-48.
369. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
370. Tranter, “Overcoming social traps…”
371. Walsh, “Creating Child-Friendly Playspaces…”.
372. Gleeson, “Australia’s toxic cities…”.
373. Iveson, “Cities for angry young people?…”.
374. Gleeson, “Australia’s toxic cities…”
375. Malone, “United Nations: a key player…”.
376. Freeman, “Colliding worlds…”.
377. Derr and Tarantini, “‘Because we are all people’…”.
378. Malone, “United Nations: a key player…”.
 159
379. Gleeson, “Australia’s toxic cities…”. 428. Kearns and Collins, “Children in the intensifying city…”.
380. Iveson, “Cities for angry young people?…”. 429. Tranter, “Overcoming social traps…”
381. Walsh, “Creating Child-Friendly Playspaces…”. 430. Malone, “United Nations: a key player…”.
382. Tranter, “Overcoming social traps…” 431. Freeman, “Colliding worlds…”.
383. Walsh, “Creating Child-Friendly Playspaces…”. 432. Cosco and Moore, “Our Neighbourhood is Like That…”.
384. Tranter, “Overcoming social traps…”, 133. 433. Kearns and Collins, “Children in the intensifying city…”.
385. Gleeson, “Australia’s toxic cities…”. 434. Malone, “United Nations: a key player…”.
386. ibid. 435. Freeman, “Colliding worlds…”.
387. Iveson, “Cities for angry young people?…”. 436. Kearns and Collins, “Children in the intensifying city…”.
388. Derr and Tarantini, “‘Because we are all people’…”. 437. Tranter, “Overcoming social traps…”
389. Gleeson, “Australia’s toxic cities…”. 438. Kearns and Collins, “Children in the intensifying city…”.
390. Iveson, “Cities for angry young people?…”. 439. ibid.
391. Cosco and Moore, “Our Neighbourhood is Like That…”. 440. ibid.
392. ibid. 441. Malone, “United Nations: a key player…”.
393. Malone, “United Nations: a key player…”. 442. Freeman, “Colliding worlds…”.
394. Gleeson and Sipe, “Reinstating kids in the city”. 443. Ross, Dead End….
395. Gleeson, “Australia’s toxic cities…”. 444. Cosco and Moore, “Our Neighbourhood is Like That…”.
396. Gleeson and Sipe, “Reinstating kids in the city”. 445. Kearns and Collins, “Children in the intensifying city…”.
397. Gleeson, “Australia’s toxic cities…”. 446. Tranter, “Overcoming social traps…”
398. Cosco and Moore, “Our Neighbourhood is Like That…”. 447. Sipe, Buchanan, and Dodson, “Children in the urban environ-
399. Tranter, “Overcoming social traps…” ment…”
400. Walsh, “Creating Child-Friendly Playspaces…”. 448. Malone, “United Nations: a key player…”.
401. Gleeson, “Australia’s toxic cities…”. 449. Freeman, “Colliding worlds…”
402. Cosco and Moore, “Our Neighbourhood is Like That…”. 450. Cosco and Moore, “Our Neighbourhood is Like That…”.
403. Walsh, “Creating Child-Friendly Playspaces…”. 451. Tranter, “Overcoming social traps…”
404. Gleeson, “Australia’s toxic cities…”. 452. Walsh, “Creating Child-Friendly Playspaces…”.
405. Cosco and Moore, “Our Neighbourhood is Like That…”. 453. Derr and Tarantini, “‘Because we are all people’…”.
406. Kearns and Collins, “Children in the intensifying city…”. 454. Freeman, “Colliding worlds…”.
407. Walsh, “Creating Child-Friendly Playspaces…”. 455. Cosco and Moore, “Our Neighbourhood is Like That…”.
408. Gleeson and Sipe, “Reinstating kids in the city”. 456. Malone, “United Nations: a key player...”.
409. Gleeson, “Australia’s toxic cities…”. 457. Freeman, “Colliding worlds…”.
410. Cosco and Moore, “Our Neighbourhood is Like That…”. 458. Derr and Tarantini, “‘Because we are all people’…”.
411. Sipe, Buchanan, and Dodson, “Children in the urban environ- 459. Malone, “United Nations: a key player…”
ment…” 460. Derr and Tarantini, “‘Because we are all people’…”.
412. Kearns and Collins, “Children in the intensifying city…”. 461. Malone, “United Nations: a key player…”.
413. Derr and Tarantini, “‘Because we are all people’…”. 462. Freeman, “Colliding worlds…”.
414. Malone, “United Nations: a key player…”. 463. Malone, “United Nations: a key player…”.
415. Gleeson, “Australia’s toxic cities…”. 464. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
416. Cosco and Moore, “Our Neighbourhood is Like That…”. mental Planning…”.
417. Gleeson, “Australia’s toxic cities…” 465. Malone, “United Nations: a key player…”.
418. Iveson, “Cities for angry young people?…”. 466. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
419. Cosco and Moore, “Our Neighbourhood is Like That…”. mental Planning…”.
420. Kearns and Collins, “Children in the intensifying city…”. 467. Kearns and Collins, “Children in the intensifying city…”.
421. Ross, Dead End…. 468. Tranter, “Overcoming social traps…”
422. Gleeson, “Australia’s toxic cities…” 469. Malone, “United Nations: a key player…”.
423. Iveson, “Cities for angry young people?…”. 470. Derr and Tarantini, “‘Because we are all people’…”.
424. Kearns and Collins, “Children in the intensifying city…”. 471. Iveson, “Cities for angry young people?…”.
425. Derr and Tarantini, “‘Because we are all people’…”. 472. Malone, “United Nations: a key player…”.
426. Skiba and Züger, Basics Barrier-Free Planning. 473. Freeman, “Colliding worlds…”.
427. Freeman, “Colliding worlds…”. 474. Tranter, “Overcoming social traps…”
 475. Walsh, “Creating Child-Friendly Playspaces…”.
476. Derr and Tarantini, “‘Because we are all people’…”.
477. ibid.
478. Malone, “United Nations: a key player...”.
479. ibid.
480. Freeman, “Colliding worlds…”.
481. ibid.
482. Sipe, Buchanan, and Dodson, “Children in the urban environment...”
483. Freeman, “Colliding worlds...”.
484. Kearns and Collins, “Children in the intensifying city…”.
485. Tranter, “Overcoming social traps…”
486. Freeman, “Colliding worlds...”.
487. Walsh, “Creating Child-Friendly Playspaces…”.
488. Freeman, “Colliding worlds...”.
489. ibid.
490. Iveson, “Cities for angry young people?...”.
491. Freeman, “Colliding worlds...”.
492. Kearns and Collins, “Children in the intensifying city…”.
493. Malone, “United Nations: a key player...”.
494. ibid.
495. Freeman, “Colliding worlds…”.
496. Malone, “United Nations: a key player...”.
497. ibid.
498. Derr and Tarantini, “‘Because we are all people’…”.
499. Malone, “United Nations: a key player…”.
500. Freeman, “Colliding worlds…”.
501. Diane Deschief et al., “Enabling Communities in The Networked
City: ICTs and Civic Participation Among Immigrants and Youth in Urban Canada,”
in Augmented urban spaces: Articulating the physical and electronic city, ed. Ales-
sandro Aurigi and Fiorella De Cindio, by Fiorella De Cindio and Alessandro Aurigi
(Aldershot, England: Ashgate Publishing, 2008).
502. Walsh, “Creating Child-Friendly Playspaces…”.
503. Deschief et al., “Enabling Communities in The Networked City…”.
504. ibid.
505. Freeman, “Colliding worlds…”.
506. Walsh, “Creating Child-Friendly Playspaces…”.
507. Derr and Tarantini, “‘Because we are all people’…”.
508. Walsh, “Creating Child-Friendly Playspaces…”.
509. Cosco and Moore, “Our Neighbourhood is Like That…”.
510. Iveson, “Cities for angry young people?…”.
511. Malone, “United Nations: a key player…”.
512. Freeman, “Colliding worlds…”.
513. Cosco and Moore, “Our Neighbourhood is Like That…”.
514. Kearns and Collins, “Children in the intensifying city…”.
515. Tranter, “Overcoming social traps…”
516. Walsh, “Creating Child-Friendly Playspaces…”.
517. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
518. ibid.
519. Kearns and Collins, “Children in the intensifying city…”.
520. Freeman, “Colliding worlds…”.
521. Cosco and Moore, “Our Neighbourhood is Like That…”.
522. Tranter, “Overcoming social traps…”
523. Iveson, “Cities for angry young people?…”.
524. Kearns and Collins, “Children in the intensifying city…”.
525. Walsh, “Creating Child-Friendly Playspaces…”.
526. Cosco and Moore, “Our Neighbourhood is Like That…”.
527. Iveson, “Cities for angry young people?…”.
528. Derr and Tarantini, “‘Because we are all people’…”.
529. Malone, “United Nations: a key player...”.
530. ibid.
531. Freeman, “Colliding worlds…”.
532. ibid.
533. Kearns and Collins, “Children in the intensifying city…”.
534. Malone, “United Nations: a key player…”.
535. Freeman, “Colliding worlds…”.
536. Cosco and Moore, “Our Neighbourhood is Like That…”.
537. Kearns and Collins, “Children in the intensifying city…”.
538. Malone, “United Nations: a key player…”.
539. Freeman, “Colliding worlds…”.
540. Cosco and Moore, “Our Neighbourhood is Like That…”.
541. Malone, “United Nations: a key player…”
542. Freeman, “Colliding worlds…”.
543. Kearns and Collins, “Children in the intensifying city…”.
544. Malone, “United Nations: a key player…”.
545. ibid.
546. ibid.
547. Iveson, “Cities for angry young people?...”.
548. Freeman, “Colliding worlds...”.
549. Malone, “United Nations: a key player…”.
550. ibid.
551. ibid.
552. Walsh, “Creating Child-Friendly Playspaces…”.
553. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
554. Tranter, “Overcoming social traps…”
555. Kearns and Collins, “Children in the intensifying city…”.
556. Freeman, “Colliding worlds...”.
557. ibid.
558. Tranter, “Overcoming social traps…”
559. Derr and Tarantini, “‘Because we are all people’…”.
560. Malone, “United Nations: a key player…”.
561. Kearns and Collins, “Children in the intensifying city…”.
562. Derr and Tarantini, “‘Because we are all people’…”.
563. Malone, “United Nations: a key player…”.
564. Cosco and Moore, “Our Neighbourhood is Like That…”.
565. Kearns and Collins, “Children in the intensifying city…”.
566. Walsh, “Creating Child-Friendly Playspaces…”.
567. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”

568. Derr and Tarantini, “‘Because we are all people’…”.
569. Malone, “United Nations: a key player…”.
570. Walsh, “Creating Child-Friendly Playspaces…”.
571. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
572. Malone, “United Nations: a key player…”.
573. Iveson, “Cities for angry young people?…”.
574. Cosco and Moore, “Our Neighbourhood is Like That…”.
575. Derr and Tarantini, “‘Because we are all people’…”.
576. Malone, “United Nations: a key player…”.
577. Cosco and Moore, “Our Neighbourhood is Like That…”.
578. Freeman, “Colliding worlds…”.
579. Cosco and Moore, “Our Neighbourhood is Like That…”.
580. ibid., 43
581. Freeman, “Colliding worlds…”.
582. Iveson, “Cities for angry young people?…”.
583. Cosco and Moore, “Our Neighbourhood is Like That…”.
584. Walsh, “Creating Child-Friendly Playspaces…”.
585. Malone, “United Nations: a key player…”.
586. Freeman, “Colliding worlds…”.
587. Cosco and Moore, “Our Neighbourhood is Like That…”.
588. Malone, “United Nations: a key player…”.
589. Cosco and Moore, “Our Neighbourhood is Like That…”.
590. Derr and Tarantini, “‘Because we are all people’…”.
591. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
mental Planning…”.
592. Cosco and Moore, “Our Neighbourhood is Like That…”.
593. Malone, “United Nations: a key player…”.
594. Iveson, “Cities for angry young people?…”.
595. Cosco and Moore, “Our Neighbourhood is Like That…”.
596. ibid.
597. Malone, “United Nations: a key player…”.
598. Cosco and Moore, “Our Neighbourhood is Like That…”.
599. Malone, “United Nations: a key player…”.
600. Derr and Tarantini, “‘Because we are all people’…”.
601. Malone, “United Nations: a key player…”.
602. Derr and Tarantini, “‘Because we are all people’…”.
603. Cosco and Moore, “Our Neighbourhood is Like That…”.
604. Deschief et al., “Enabling Communities in The Networked City…”.
605. Malone, “United Nations: a key player…”.
606. Cosco and Moore, “Our Neighbourhood is Like That…”.
607. Malone, “United Nations: a key player...”.
608. Cosco and Moore, “Our Neighbourhood is Like That…”.
609. Iveson, “Cities for angry young people?…”.
610. Malone, “United Nations: a key player…”.
611. ibid.
612. ibid.
613. Freeman, “Colliding worlds…”.
614. Kearns and Collins, “Children in the intensifying city…”.
615. Derr and Tarantini, “‘Because we are all people’…”.
161
616. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
mental Planning…”.
617. Cosco and Moore, “Our Neighbourhood is Like That…”.
618. Derr and Tarantini, “‘Because we are all people’…”.
619. Malone, “United Nations: a key player…”.
620. Freeman, “Colliding worlds…”.
621. Cosco and Moore, “Our Neighbourhood is Like That…”.
622. Deschief et al., “Enabling Communities in The Networked City…”.
623. Anthony Townsend, “Public Space in the Broadband Metropolis:
Lessons from Seoul,” in Augmented urban spaces: Articulating the physical and
electronic city, ed. Alessandro Aurigi and Fiorella De Cindio (Aldershot, England:
Ashgate Publishing, 2008).
624. Deschief et al., “Enabling Communities in The Networked City…”.
625. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
626. Tranter, “Overcoming social traps…”
627. Walsh, “Creating Child-Friendly Playspaces…”.
628. Sipe, Buchanan, and Dodson, “Children in the urban environ-
ment…”
629. Derr and Tarantini, “‘Because we are all people’…”.
630. Cosco and Moore, “Our Neighbourhood is Like That…”.
631. Derr and Tarantini, “‘Because we are all people’…”.
632. Cosco and Moore, “Our Neighbourhood is Like That…”.
633. Freeman, “Colliding worlds…”.
634. Iveson, “Cities for angry young people?…”.
635. Cosco and Moore, “Our Neighbourhood is Like That…”.
636. Kearns and Collins, “Children in the intensifying city…”.
637. Cosco and Moore, “Our Neighbourhood is Like That…”.
638. Tranter, “Overcoming social traps…”
639. ibid.
640. Malone, “United Nations: a key player...”, 13-32.
641. Cosco and Moore, “Our Neighbourhood is Like That…”.
642. Tranter, “Overcoming social traps…”
643. Walsh, “Creating Child-Friendly Playspaces…”.
644. Deschief et al., “Enabling Communities in The Networked City…”.
645. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
mental Planning…”.
646. Malone, “United Nations: a key player…”.
647. Iveson, “Cities for angry young people?…”.
648. Cosco and Moore, “Our Neighbourhood is Like That…”.
649. Derr and Tarantini, “‘Because we are all people’…”.
650. Deschief et al., “Enabling Communities in The Networked City…”.
651. Malone, “United Nations: a key player…”.
652. Iveson, “Cities for angry young people?…”.
653. Cosco and Moore, “Our Neighbourhood is Like That…”.
654. Derr and Tarantini, “‘Because we are all people’…”.
655. Deschief et al., “Enabling Communities in The Networked City…”.
656. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
mental Planning…”.
657. Malone, “United Nations: a key player…”.


658. Iveson, “Cities for angry young people?...”.
659. Cosco and Moore, “Our Neighbourhood is Like That…”.
Research
660. ibid.
1. Nilda Cosco and Robin Moore, “Our Neighbourhood is Like That! Cul-
661. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
tural Richness and Childhood Identity in Boca-Baraccas, Buenos Aires,” in Growing
mental Planning…”.
Up in an Urbanising World, ed. Louise Chawla (Paris: UNESCO, 2002).
662. Malone, “United Nations: a key player…”.
2. Ali Madanipour, “Social Exclusion and Space”, in The City Reader, 5th
663. Freeman, “Colliding worlds…”.
ed. (New York: Routledge, 2011), 190.
664. Cosco and Moore, “Our Neighbourhood is Like That…”.
3. Madanipour, “Social Exclusion and Space”.
665. Walsh, “Creating Child-Friendly Playspaces…”.
4. “Chapter 3: Assessing Community Needs And Resources”, Commu-
666. Sipe, Buchanan, and Dodson, “Children in the urban environ-
nity Tool Box, 2017, http://ctb.ku.edu/en/table-of-contents/assessment/assess-
ment…”
ing-community-needs-and-resources/develop-a-plan/main.
667. Malone, “United Nations: a key player…”.
5. Paul C Godfrey, More Than Money (Stanford, California: Stanford Uni-
668. ibid.
versity Press, 2014), 10.
669. Freeman, “Colliding worlds…”.
6. David Driskell, “Chapter 6: Participation Toolkit,” Creating Better Cities
670. Cosco and Moore, “Our Neighbourhood is Like That…”.
With Children And Youth (London: Earthscan, 2007).
671. Walsh, “Creating Child-Friendly Playspaces…”.
7. Driskell, “Chapter 6…”.
672. Cosco and Moore, “Our Neighbourhood is Like That…”.
8. ibid.
673. ibid.
9. ibid.
674. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
10. ibid.
mental Planning…”.
11. ibid.
675. Iveson, “Cities for angry young people?…”.
12. ibid.
676. Cosco and Moore, “Our Neighbourhood is Like That…”.
13. ibid.
677. Walsh, “Creating Child-Friendly Playspaces…”.
14. ibid.
678. Deschief et al., “Enabling Communities in The Networked City…”.
15. ibid.
679. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
16. ibid.
mental Planning…”.
17. ibid.
680. Derr and Tarantini, “‘Because we are all people’…”.
18. ibid.
681. Iveson, “Cities for angry young people?…”.
19. ibid.
682. Cosco and Moore, “Our Neighbourhood is Like That…”.
20. ibid.
683. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
21. ibid.
mental Planning…”.
22. ibid.
684. ibid.
23. ibid.
685. Malone, “United Nations: a key player…”.
24. ibid.
686. Freeman, “Colliding worlds…”.
25. ibid.
687. Cosco and Moore, “Our Neighbourhood is Like That…”.
26. ibid.
688. Derr and Tarantini, “‘Because we are all people’…”.
27. ibid.
689. Cosco and Moore, “Our Neighbourhood is Like That…”.
28. ibid.
690. Malone, “United Nations: a key player…”.
29. ibid.
691. Freeman, “Colliding worlds…”.
30. ibid.
692. Cosco and Moore, “Our Neighbourhood is Like That…”.
31. ibid.
693. Derr and Tarantini, “‘Because we are all people’…”.
32. ibid.
694. Sipe, Buchanan, and Dodson, “Children in the urban environ-
33. Bill Berkowitz and Jenette Nagy, “Main Section: Section 7. Con-
ment…”
ducting Needs Assessment Surveys”, from University of Kansas Community Tool
695. Tranter, “Overcoming social traps…”
Box, accessed 18 November 2016, http://ctb.ku.edu/en/table-of-contents/as-
696. Deschief et al., “Enabling Communities in The Networked City…”.
sessment/assessing-community-needs-and-resources/conducting-needs-assess-
697. ibid.
ment-surveys/main.
698. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
34. Berkowitz and Nagy, “Main Section: Section 7...”.
mental Planning…”.
35. ibid.
699. Tranter, “Overcoming social traps…”
36. Richard A. Krueger and Mary Anne Casey, “Focus Group Interview
700. Walsh, “Creating Child-Friendly Playspaces…”.

ing”, in Handbook Of Practical Program Evaluation, 4th ed. (Hoboken: Wiley &
Sons. Inc., 2015), 378-403.
37. Krueger and Casey, “Focus Group Interviewing”.
38. ibid.
39. Ola Topczewska, “Data Best Practices For Nonprofit Leaders |
Civic Analytics”, Civis Analytics, 2015, https://www.civisanalytics.com/blog/da-
ta-best-practices-for-nonprofit-leaders/.
40. Kevin Lo and Elliot Harmon, “Your Organization’s Backup Strategy”,
Techsoup.Org, 2012, http://www.techsoup.org/support/articles-and-how-tos/
your-organizations-backup-strategy.
41. Lo and Harmon, “Your Organization’s Backup Strategy”.
42. “Best Practices For Data Storage And Collection - Bentz Whaley Fless-
ner”, Published By BWF, 2016, https://www.bwf.com/published-by-bwf/when-not-
collect-store-data/.
43. For more information on the Tuskegee Syphilis experiments please
visit http://www.tuskegee.edu/about_us/centers_of_excellence/bioethics_center/
about_the_usphs_syphilis_study.aspx
44. For more information on the Stanford prison experiments please visit
http://www.prisonexp.org/
45. For more information on Joseph Mengele’s Holocaust experiments
please visit https://www.ushmm.org/wlc/en/article.php?ModuleId=10007060
46. Paul Davidoff, “Advocacy and Pluralism in Planning”, in The City Read-
er, 5th ed. (New York: Routledge, 2011).
47. Sherry Arnstein, “A Ladder of Citizen Participation”, in The City Read-
er, 5th ed. (New York: Routledge, 2011), 240.
48. Kurt Iveson, “Cities for angry young people? From exclusion and
inclusion to engagement in urban policy,” in Creating child-friendly cities: Rein-
stating kids in the city, ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor &
Francis, 2006).
49. Brendan Gleeson and Neil Sipe, “Reinstating kids in the city,” in
Creating child-friendly cities: Reinstating kids in the city, ed. Brendan Gleeson and
Neil Sipe (Abingdon: Taylor & Francis, 2006).
Analysis
1. Paul Davidoff, “Advocacy and Pluralism in Planning”, in The City Read-
er, 5th ed. (New York: Routledge, 2011).
2. Ali Madanipour, “Social Exclusion and Space”, in The City Reader, 5th
ed. (New York: Routledge, 2011),.
3. Kurt Iveson, “Cities for angry young people? From exclusion and inclu-
sion to engagement in urban policy,” in Creating child-friendly cities: Reinstating
kids in the city, ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis,
2006), 62.
4. Sherry Arnstein, “A Ladder of Citizen Participation”, in The City Reader,
5th ed. (New York: Routledge, 2011), 240.
5. Davidoff, “Advocacy and Pluralism in Planning”, 443.
6. Paul C Godfrey, More Than Money (Stanford, California: Stanford Uni-
versity Press, 2014).
7. Godfrey, More Than Money…, 10.
163
8. ibid.
9. ibid., 10
10. ibid., 65
11. ibid., 66
12. ibid.
13. ibid., 10
14. ibid.
15. ibid., 10
16. ibid.
17. ibid., 10
18. ibid., 129
19. ibid., 138
20. ibid.
21. Nilda Cosco and Robin Moore, “Our Neighbourhood is Like That!
Cultural Richness and Childhood Identity in Boca-Baraccas, Buenos Aires,” in
Growing Up in an Urbanising World, ed. Louise Chawla (Paris: UNESCO, 2002),
46-7.
22. Project for Public Spaces, “Ray Oldenburg”, Project For Public Spaces,
2009, https://www.pps.org/reference/roldenburg/.
23. Diane Deschief et al., “Enabling Communities in The Networked City:
ICTs and Civic Participation Among Immigrants and Youth in Urban Canada,” in
Augmented urban spaces: Articulating the physical and electronic city, ed. Ales-
sandro Aurigi and Fiorella De Cindio, by Fiorella De Cindio and Alessandro Aurigi
(Aldershot, England: Ashgate Publishing, 2008).
24. Jane Jacobs, “The Uses of Sidewalks: Safety”, in The City Reader, 5th
ed. (New York: Routledge, 2011).
25. Karen Malone, “United Nations: A key player in a global movement
for child-friendly cities,” in Creating child-friendly cities: Reinstating kids in the city,
ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006), 16.
26. Davidoff, “Advocacy and Pluralism in Planning”.
27. ibid., 440
28. ibid.
Planning
1. Paul Davidoff, “Advocacy and Pluralism in Planning”, in The City Read-
er, 5th ed. (New York: Routledge, 2011).
2. Davidoff, “Advocacy and Pluralism in Planning”.
3. Claire Freeman, “Colliding worlds: Planning with children and young
people for better cities,” in Creating child-friendly cities: Reinstating kids in the
city, ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006), 81.
4. Diane Deschief et al., “Enabling Communities in The Networked City:
ICTs and Civic Participation Among Immigrants and Youth in Urban Canada,” in
Augmented urban spaces: Articulating the physical and electronic city, ed. Ales-
sandro Aurigi and Fiorella De Cindio, by Fiorella De Cindio and Alessandro Aurigi
(Aldershot, England: Ashgate Publishing, 2008), 156-7.
5. Ali Madanipour, “Social Exclusion and Space”, in The City Reader, 5th
ed. (New York: Routledge, 2011),.
6. Karen Malone, “United Nations: A key player in a global movement for
child-friendly cities,” in Creating child-friendly cities: Reinstating kids in the city,
ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006), 25.
7. Sherry Arnstein, “A Ladder of Citizen Participation”, in The City Reader,
5th ed. (New York: Routledge, 2011), 244.
8. Arnstein, “A Ladder of Citizen Participation”, 248.
9. ibid., 249
10. ibid.
11. Place Lab, 9 Principles Of Ethical Redevelopment, Ethical Redevelop-
ment: Arts + Culture Build Cities (Chicago: University of Chicago, 2016), 8.
12. Place Lab, 9 Principles Of Ethical Redevelopment…, 14.
13. ibid.
14. Davidoff, “Advocacy and Pluralism in Planning”, 438.
15. Nilda Cosco and Robin Moore, “Our Neighbourhood is Like That!
Cultural Richness and Childhood Identity in Boca-Baraccas, Buenos Aires,” in
Growing Up in an Urbanising World, ed. Louise Chawla (Paris: UNESCO, 2002).
16. Cosco and Moore, “Our Neighbourhood is Like That!…”.
17. Jane Jacobs, “The Uses of Sidewalks: Safety”, in The City Reader, 5th
ed. (New York: Routledge, 2011).
18. Prue Walsh, “Creating Child-Friendly Playspaces: A Practitioner’s
Perspective,” in Creating Child-Friendly Cities: Reinstating kids in the city, ed.
Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006), 142.
19. Walsh, “Creating Child-Friendly Playspaces…”.
20. ibid.
21. ibid.
22. Neil Sipe, Nick Buchanan, and Jago Dodson. “Children in the urban
environment: A review of research,” in Creating child-friendly cities: Reinstating
kids in the city, ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis,
2006).
23. Paul Tranter, “Overcoming social traps: A key to creating child-friend-
ly cities,” in Creating child-friendly cities: Reinstating kids in the city, ed. Brendan
Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006), 133.
24. Isabella Skiba and Rahel Züger, Basics Barrier-Free Planning, ed. Bert
Bielefeld (Basel: Birkhauser Verlag AG, 2009).
25. Skiba and Züger, Basics Barrier-Free Planning.
26. Malone, “United Nations: A key player…”.
27. Davidoff, “Advocacy and Pluralism in Planning”.
28. Paul C Godfrey, More Than Money (Stanford, California: Stanford
University Press, 2014), 146.
29. Godfrey, More Than Money….
30. ibid., 147.
31. ibid., 149.
32. ibid.
33. Davidoff, “Advocacy and Pluralism in Planning”.
34. Angelique O’Rourke, “Funding Sources For Your Nonprofit”, Bplans
Blog, accessed 15 July 2017, http://articles.bplans.com/how-to-fund-your-non-
profit/.
35. For tips on how to write a well-written grant application visit this site:
http://www.nonprofitkinect.org/article/3307-grant-writing-tips-for-nonprofits
36. O’Rourke, “Funding Sources For Your Nonprofit.”
37. Learn more about bequesting at https://www.thebalance.com/what-
are-bequests-how-every-nonprofit-can-get-them-2501795
38. O’Rourke, “Funding Sources For Your Nonprofit.”
39. Godfrey, More Than Money….
40. O’Rourke, “Funding Sources For Your Nonprofit.”
41. Godfrey, More Than Money…, 148.
42. ibid.
43. Davidoff, “Advocacy and Pluralism in Planning”, 440.
44. ibid.
45. Malone, “United Nations: A key player…”, 17.
46. Victoria Derr and Emily Tarantini, “‘Because we are all people’:
Outcomes and Reflections from Young People’s Participation in the Planning and
Design of Child-Friendly Public Spaces,” Local Environment 21, no. 12 (February
19, 2016), doi:10.1080/13549839.2016.1145643, 1551.
47. Robin Kearns and Damian Collins, “Children in the intensifying city:
Lessons from Aukland’s walking school buses,” in Creating child-friendly cities:
Reinstating kids in the city, ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor
& Francis, 2006).
48. Kearns and Collins, “Children in the intensifying city…”, 105.
49. ibid., 109.
50. ibid., 110.
51. Derr and Tarantini, “‘Because we are all people…”, 1550.
52. ibid., 1534.
53. Davidoff, “Advocacy and Pluralism in Planning”.
Implementation
1. Diane Deschief et al., “Enabling Communities in The Networked City:
ICTs and Civic Participation Among Immigrants and Youth in Urban Canada,” in
Augmented urban spaces: Articulating the physical and electronic city, ed. Ales-
sandro Aurigi and Fiorella De Cindio, by Fiorella De Cindio and Alessandro Aurigi
(Aldershot, England: Ashgate Publishing, 2008), 163-4.
2. Deschief et al., “Enabling Communities in The Networked City…”, 165.
3. Kurt Iveson, “Cities for angry young people? From exclusion and inclu-
sion to engagement in urban policy,” in Creating child-friendly cities: Reinstating
kids in the city, ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis,
2006), 63.
4. Iveson, “Cities for angry young people?…”.
5. Teti A. Argo, Shinta Prabonno, and Prima Singgi, “Youth Participation in
Urban Environmental Planning Through Augmented Reality Learning: The Case of
Bandung City, Indonesia,” Procedia - Social and Behavioural Sciences 227 (2016),
814.
6. City Year, “About Us”, Cityyear.Org, 2017, https://www.cityyear.org/
about-us.
7. Paul C Godfrey, More Than Money (Stanford, California: Stanford Uni-
versity Press, 2014).
8. Sherry Arnstein, “A Ladder of Citizen Participation”, in The City Reader,
5th ed. (New York: Routledge, 2011).
9. Victoria Derr and Emily Tarantini, “‘Because we are all people’: Out-
comes and Reflections from Young People’s Participation in the Planning and

Design of Child-Friendly Public Spaces,” Local Environment 21, no. 12 (February
19, 2016), doi:10.1080/13549839.2016.1145643.
10. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
mental Planning…”.
11. Ali Madanipour, “Social Exclusion and Space”, in The City Reader, 5th
ed. (New York: Routledge, 2011).
12. For more tips on how to plan and operate a participatory budgeting
event visit https://www.participatorybudgeting.org/ for resources and guides.
13. Davidoff, “Advocacy and Pluralism in Planning”, 444.
14. Check to see what you need to do at http://www.doingbusiness.org/
data/exploreeconomies/jordan/dealing-with-construction-permits just select your
country under economy for a general list of requirements.
15. Argo, Prabonno, and Singgi, “Youth Participation in Urban Environ-
mental Planning…”.
16. Davidoff, “Advocacy and Pluralism in Planning”.
17. Arnstein, “A Ladder of Citizen Participation”, 248.
18. Division Of Labor Plan [Sample], doc file (The Management Cen-
ter, 2011), http://www.managementcenter.org/wp-content/.../08/Sample-Divi-
sion-of-Labor-Plan.doc.
19. “Management System Standards”, Iso.Org, 2017, https://www.iso.
org/management-system-standards.html.
20. Karen Malone, “United Nations: A key player in a global movement
for child-friendly cities,” in Creating child-friendly cities: Reinstating kids in the city,
ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006), 26.
Evaluation
1. Paul Davidoff, “Advocacy and Pluralism in Planning”, in The City Read-
er, 5th ed. (New York: Routledge, 2011).
2. Paul C Godfrey, More Than Money (Stanford, California: Stanford Uni-
versity Press, 2014).
3. Godfrey, More Than Money….
4. University of Minnesota, Overview Of Process And Outcome Evalua-
tion, video, accessed 17 July 2017, https://cyfar.org/different-types-evaluation.
5. University of Minnesota, Overview Of Process And Outcome Evalua-
tion.
6. Denise Whitmore, “The Importance Of Testimonials”, Blog, 2016,
http://www.marketmybusiness.ie/the-importance-of-testimonials/.
7. Peggy McColl, “The Importance Of Testimonials And How To Get
Them”, HuffPost Blog, 2011, http://www.huffingtonpost.com/peggy-mccoll/the-im-
portance-of-testimo_b_780712.html.
8. Whitmore, “The Importance Of Testimonials”.
9. McColl, “The Importance Of Testimonials…”.
10. OBM, “The Importance Of Customer Testimonials And How To Use
Them - One Base Media”, Blog, 2017, https://onebasemedia.co.uk/2017/06/im-
portance-of-customer-testimonials-and-how-to-use-them/.
11. Whitmore, “The Importance Of Testimonials”.
12. OBM, “The Importance Of Customer Testimonials…”.
13. McColl, “The Importance Of Testimonials…”.
165
14. Whitmore, “The Importance Of Testimonials”.
15. OBM, “The Importance Of Customer Testimonials…”.
16. ibid.
17. McColl, “The Importance Of Testimonials…”.
18. ibid.
19. OBM, “The Importance Of Customer Testimonials…”.
20. ibid.
21. McColl, “The Importance Of Testimonials…”.
22. University of Minnesota, Overview Of Process And Outcome Evalua-
tion.
23. Davidoff, “Advocacy and Pluralism in Planning”, 438.
24. Diane Deschief et al., “Enabling Communities in The Networked City:
ICTs and Civic Participation Among Immigrants and Youth in Urban Canada,” in
Augmented urban spaces: Articulating the physical and electronic city, ed. Ales-
sandro Aurigi and Fiorella De Cindio, by Fiorella De Cindio and Alessandro Aurigi
(Aldershot, England: Ashgate Publishing, 2008).
Repeating the Cycle
1. Paul Davidoff, “Advocacy and Pluralism in Planning”, in The City Read-
er, 5th ed. (New York: Routledge, 2011).
2. Anthony Townsend, “Public Space in the Broadband Metropolis:
Lessons from Seoul,” in Augmented urban spaces: Articulating the physical and
electronic city, ed. Alessandro Aurigi and Fiorella De Cindio (Aldershot, England:
Ashgate Publishing, 2008).
3. Nilda Cosco and Robin Moore, “Our Neighbourhood is Like That! Cul-
tural Richness and Childhood Identity in Boca-Baraccas, Buenos Aires,” in Growing
Up in an Urbanising World, ed. Louise Chawla (Paris: UNESCO, 2002), 53.
4. Prue Walsh, “Creating Child-Friendly Playspaces: A Practitioner’s Per-
spective,” in Creating Child-Friendly Cities: Reinstating kids in the city, ed. Bren-
dan Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006), 146.
5. Davidoff, “Advocacy and Pluralism in Planning”.
6. Neil Sipe, Nick Buchanan, and Jago Dodson. “Children in the urban
environment: A review of research,” in Creating child-friendly cities: Reinstating
kids in the city, ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis,
2006).
7. Benjamin Ross, Dead End: Suburban Sprawl and the Rebirth of Ameri-
can Urbanism (Oxford, United Kingdom: Oxford University Press, 2014).
8. Robin Kearns and Damian Collins, “Children in the intensifying city:
Lessons from Aukland’s walking school buses,” in Creating child-friendly cities:
Reinstating kids in the city, ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor
& Francis, 2006), 118.
9. Brendan Gleeson and Neil Sipe, “Reinstating kids in the city,” in Creat-
ing child-friendly cities: Reinstating kids in the city, ed. Brendan Gleeson and Neil
Sipe (Abingdon: Taylor & Francis, 2006), 2.
10. Karen Malone, “United Nations: A key player in a global movement
for child-friendly cities,” in Creating child-friendly cities: Reinstating kids in the city,
ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006), 30.
11. Davidoff, “Advocacy and Pluralism in Planning”.
 12. Kearns and Collins, “Children in the intensifying city…”.

Epilogue
1. Paul Davidoff, “Advocacy and Pluralism in Planning”, in The City Read-
er, 5th ed. (New York: Routledge, 2011), 445.
2. Karen Malone, “United Nations: A key player in a global movement for
child-friendly cities,” in Creating child-friendly cities: Reinstating kids in the city,
ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor & Francis, 2006), 20.
3. Davidoff, “Advocacy and Pluralism in Planning”, 439.
4. Malone, “United Nations: A key player…”, 22.
5. Paul C Godfrey, More Than Money (Stanford, California: Stanford Uni-
versity Press, 2014), 10.
6. Godfrey, More Than Money….
7. ibid.
8. ibid., 37.
9. ibid.
10. ibid.
11. ibid.
12. Ali Madanipour, “Social Exclusion and Space”, in The City Reader, 5th
ed. (New York: Routledge, 2011).
13. Kurt Iveson, “Cities for angry young people? From exclusion and
inclusion to engagement in urban policy,” in Creating child-friendly cities: Rein-
stating kids in the city, ed. Brendan Gleeson and Neil Sipe (Abingdon: Taylor &
Francis, 2006).
14. Sherry Arnstein, “A Ladder of Citizen Participation”, in The City Read-
er, 5th ed. (New York: Routledge, 2011), 240.
15. Iveson, “Cities for angry young people?…”, 50.
16. Victoria Derr and Emily Tarantini, “‘Because we are all people’:
Outcomes and Reflections from Young People’s Participation in the Planning and
Design of Child-Friendly Public Spaces,” Local Environment 21, no. 12 (February
19, 2016), doi:10.1080/13549839.2016.1145643, 1535.
17. Malone, “United Nations: A key player…”.
18. Malone, “United Nations: A key player…”, 15.
19. Jane Jacobs, “The Uses of Sidewalks: Safety”, in The City Reader, 5th
ed. (New York: Routledge, 2011).
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