PIANIFICAZIONE TERRITORIALE E URBANISTICA 2

Module PIANIFICAZIONE TERRITORIALE

The course in Urban and Regional Planning II engages students in learning experiences focused on planning and design tools and strategies aimed at facing the most crucial urban and regional socio-economic and ecological challenges of the 21^st century. Building upon those urban and regional analysis skills developed over the course of the first two years, the two modules of the course offer two different planning challenges, chosen by the instructors for the purpose of maximizing learning opportunities, through the diversification of relevant themes and planning approaches.

The Regional Planning module, in particular, aims at enhancing students’ competences and capabilities in shaping the future of urbanized areas with the purpose of enhancing their quality of life. In particular, the class will integrate a variety of physical planning and design tools and approaches, inherited from the Italian reformist tradition, and enriched by the ‘environmental turn’ in planning, with an introduction to process-based strategies drawn from the strategic planning tradition. The goal is to allow the student, through a systematic critical reflection upon a practical planning experience, the development of not only technical skills but also critical reflective skills that are crucial, today, for all professionals involved in complex processes of governing and shaping cities and regions.

The course is based on assisted practical activities, simulating professional work, supported by theoretical seminars and individual study. A significant portion of the learning process is structured so that students have the opportunity to critically reflect on the efficacy of their own work, on the basis of the assigned materials and the instructor’s as well as colleagues’ feedback. The class comprises:

• Theoretical lectures, seminars and student-led seminars, that introduce the students with the arguments that, beginning in the 80s, have significantly challenged the fundamentals of reformist planning and have, then, generated significant innovations in terms of values, norms, tools and technologies, which have profoundly impacted the planning professions over the last few decades.
• Studio activities and workshops, for the development of a practical project aimed at planning the future of a study area. The project builds upon an the analysis tools students have learned during the first two years and is based on field work activities for data collection and interaction with community members. The project is the same for the whole class, that acts as a team, but each student will be able to provide an identifiable contribution to the collective work. The project is structed in periodic assignments, which students are expected to complete in a timely manner, using both class ours and individual study time, and to share with colleagues and the instructor.

Completion of the following courses: Regional and Urban Analysis (1^st year), Urban and Regional History 1 (2^nd year).

Planning, like all applied fiels of knowledge, requires a 'know how' that cannot be developed in isolation through readings and self-directed exercising. For this reason, attendance is not compulsory but, nevertheless, HIGHLY recommended. Every student is expected to undertake the final exam choosing one of two options: 1) attending student, which means that class attendance and active participation in class-based activities will play a role in the final evaluation; 2) NON attending student. Evaluation criteria varies depening on the choosen option, according to what is indicated the "evaluation section".

Attending students are expected to attend class, finalize assignement on time and share their work with colleagues and the instructor. Non attending students are free to join the class at anytime, but their evaluation will not take into consideration their attendance.

The class is structured in 5 thematic blocks, and each block corresponds to a precise set of theoretical readings and seminars as well as to a set of thematic assignment. The block are the following:

0.     Introduction – What is Planning, a definition that evolves in time and space;

1.     Tools and approaches of Italian Reformist planning tradition (recap from previous years – part 1) – the fight against real estate speculators; Zooning; planning for the right to housing, health care, education, space for social activities, mobility; Project step #1 Reformist planning.

2.     Environmental planning tools and approaches (recap from previous years – part 2) – the sustainable city; the urban ecological footprint; planning with ecological cycles; project step #2 planning for sustainability.

3.     Process-based innovations – the neoliberal paradigm and the crisis of reformist planning; multi-level governance; the evolution of planning roles played by private interests; negotiated, participatory, and co-productive planning approaches; normative impacts (LRS 19/20); project step #3 planning with spatial interests at play.

4.     Planning for sustainability Vs. Planning for resilience – the Anthropocene and the development of planning for climate change adaptation; emerging planning paradigms for the 21 century: the fundamental economy debate and the rediscovery of planning reformist roots; planning for happy degrowth and the debate on alternative/transformative/civil economies; project step #4 Finalization of the project work.

1.     AA. VV. (2019) Economia fondamentale. L’infrastruttura della vita quotidiana. Einaudi

2.     AA. VV. (2021) Diritti in città. Gli standard urbanistici in Italia, dal 1968 a oggi. Donzelli

3.     Arnstein, S. R.(1969) A Ladder Of Citizen Participation. In Journal of the American Planning Association, 35: 4, 216-224

4.     Bettini, V. (2004) Paradigmi e Teorie. In Bettini V. (2004) Ecologia Urbana. L’uomo e la città. Torino: UTET; pp. 55-80

5.     Bobbio, L. (a cura di, 2004) A più voci. Amministrazioni pubbliche, imprese, associazioni e cittadini nei processi decisionali inclusivi, Edizione scientifiche italiane, pp. 1, 2, e 9-53 (disponibile on-line all’indirizzo: http://partecipazione.formez.it/sites/all/files/A%20più%20voci.pdf

6.     Campos Venuti, G. (1993) ‘Cinquant’anni: tre generazioni urbanistiche’. In Campos Venuti G. e Oliva F. (a cura di) Cinquant’anni di urbanistica in Italia 1942-1992. Bari: Laterza

7.     Davoudi, S. et al. (2012) Resilience: A Bridging Concept or a Dead End? In Planning Theory & Practice, 13:2, 299-307

8.     DM1444/68

9.     Giusti, M. & Magnaghi, A. (1994) L’approccio territorialista allo sviluppo sostenibile. In Archivio Studi Urbani e Regionali, n°52, pp. 45-74

10.  Harvey, D. (2005) Una breve storia del neoliberismo. Il saggiatore

11.  LRS 19/20

12.  Ostanel, E. (2017) Spazi fuori dal Comune. Rigenerare, includere, innovare. Milano: Franco Angeli

13.  pp. 6-10 del Piano Strategico della Città Metropolitana di Genova (https://pianostrategico.cittametropolitana.genova.it/sites/default/files/psm2017/All.1_PSM%20aprile%202017.pdf) per comprendere cosa è la pianificazione strategica e capire il suo rapporto con la pianificazione territoriale tradizionale.

14.  Rees, W. E. (1997) Urban Ecosystems: the human dimension. - trad. it in Bettini V. (2004) Ecologia Urbana. L’uomo e la città. Torino: UTET; pp. 89-100.

15.  Salzano, E. (2005) Fondamenti di urbanistica. Bari: Laterza

16.  Spirn, A. (1985) The Granite Garden. Urban Nature and Human Design. Basic Books

17.  Watson, V. (2014) Co-production and collaboration in planning – The difference. In Planning Theory & Practice, 15:1, 62-76

Evaluation criteria vary based on the choice of students to attend the final exam as either (1) attending student or (2) non attending student.

(1) Attending students’ final grade with be determined on the basis of the following criteria:

·       class attendance as well as active and timely participation in class-based activities (10%).

·       project work, which is the synthesis of 4 different periodic assignments that are expected to be submitted on the basis of deadlines established during the course of the semester. Missing or Delayed in submissions effect the final grade. Assignment and the final submission counts 50% of the final grade.

·       Written exam. Theoretical and case-study knowledge will be evaluated through a written exam made of open question, that will count for 40% of the final grade.

(2) NON attending students’ final grade with be determined on the basis of the following criteria:

·       project work, which is a document made of both textual and graphic materials paragraphs and associated maps, photos, visuals, etc.) developed by the student on the basis of the section titled (course content) and aimed at verifying the student’s critical understanding of the relashionships between theory and professional practice. The document is evaluated on the basis of its completeness, rigor and communicative quality. It counts for the 50% of the final grade.

·       Written exam. Theoretical and case-study knowledge will be evaluated through a written exam made of open question, that will count for 50% of the final grade.