By Dory Reeves
The sensible value of variety and equality for spatial making plans and sustainable improvement continues to be no longer extensively understood. utilizing foreign examples, this booklet exhibits planners and educationalists some great benefits of development in a attention of variety and equality at every one degree and point of planning.Despite being the most varied and gender balanced of the outfitted setting professions, complacency has been common in making plans. This publication indicates why a various career is necessary and drawing on quite a lot of solid perform, exhibits how these excited about making plans can enhance their sensitivity to and services in variety and equality.
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Additional info for Planning for diversity: policy and planning in a world of difference
Example text
These include good quality air and water, healthy food and good housing. It also encompasses quality education, a vibrant culture, good health care, satisfying employment or occupations and the sharing of wealth (Girardet, 2001:13). At the heart of a sustainable city lie the principles of equity and equality as well as respect for difference. Inequality, it is argued, dissolves the social glue; vital to the collective action needed to stimulate the active participation of a sustainable community.
The European Commission’s (EC) model of sustainable development is about much more than minimizing the environmental impact of economic growth. It has three objectives: sustainable economic growth; social cohesion, through access for all to employment; and the maintenance of the environmental capital on which life depends. The guidance produced by the EC integrates the environmental aspects of sustainability within regional employment and economic growth, with the target groups including existing workers, long-term unemployed, young unemployed, new labour force entrants, low-skilled, skilled and high-skilled (EC, 1999).
Critiques of planning have highlighted deficiencies caused by gender-blind approaches and the historic male gendering of knowledge (McDowell, 1983; Sandercock and Forsyth, 1992). In the same way that Sandercock (1998:72) referred to Mannheim’s critique of the class-based nature of planning knowledge still prevalent today, the work of Little (1994a, b) highlighted the problems associated with a gender-blind approach in the UK context. The lack of a children’s perspective has long been recognized (Ward, 1978) and their right to have a role in shaping their future is now acknowledged (UN, 1989; Driskell, 2002).
