Whose Knowledge Counts in the Planning of Urban Sustainability? – Investigating Handbooks for Nudging and Participation

IF 3.4 2区经济学 Q1 REGIONAL & URBAN PLANNING

Planning Theory & Practice Pub Date : 2022-04-12 DOI:10.1080/14649357.2022.2055118

M. Westin, S. Joosse

引用次数: 1

Abstract

Abstract When planning sustainable districts, planners mediate between the knowledge claims of citizens and experts. The planning strategies nudging and participation provide contradictory ideas about how planners can perform this mediation. We analyse handbooks for the two strategies, guided by the question: whose knowledge counts? These handbooks provide citizens, experts and planners with varying degrees of authority. While nudging positions behavioural experts as holding authority, and citizens are central in participation, planners feature in the background in both strategies. We show how these seemingly apolitical strategies are actually value-laden. Implementing them literally will undermine planning for urban sustainability.

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谁的知识在城市可持续性规划中起作用?-调查推动和参与手册

摘要在规划可持续发展的地区时，规划者在公民和专家的知识主张之间进行调解。规划策略的推动和参与提供了关于规划者如何执行这种调解的矛盾想法。我们在以下问题的指导下分析了这两种策略的手册：谁的知识重要？这些手册为公民、专家和规划者提供了不同程度的权威。虽然轻推将行为专家定位为权威，公民是参与的核心，但规划者在这两种策略中都处于幕后。我们展示了这些看似不关心政治的策略实际上是如何充满价值的。实际上，实施这些措施将破坏城市可持续发展的规划。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Planning Theory & Practice Multiple-

CiteScore

5.40

自引率

5.10%

发文量

期刊介绍： Planning Theory & Practice provides an international focus for the development of theory and practice in spatial planning and a forum to promote the policy dimensions of space and place. Published four times a year in conjunction with the Royal Town Planning Institute, London, it publishes original articles and review papers from both academics and practitioners with the aim of encouraging more effective, two-way communication between theory and practice. The Editors invite robustly researched papers which raise issues at the leading edge of planning theory and practice, and welcome papers on controversial subjects. Contributors in the early stages of their academic careers are encouraged, as are rejoinders to items previously published.