You decided to take this virtual field trip based on certain ideas you had about the topic Black experiences with planning in Canada. In which ways have the readings and video confirmed or challenged the perceptions you had about planning’s relationship with Black communities in this country?
Respond to three short essay questions (750 words each) that require a critical reflection on the readings and videos, as well as on your own ideas and position. You are welcome to conduct additional original research to better support your responses.
1. You decided to take this virtual field trip based on certain ideas you had about the topic Black experiences with planning in Canada. In which ways have the readings and video confirmed or challenged the perceptions you had about planning’s relationship with Black communities in this country? Why? What are some similarities and differences between your own experience with planning and the experience of Black communities in Canada?
2. a) Thinking about the planning work Black communities and organizations have historically done and continue to do today, what are two planning challenges are they trying to address? b) What are the historical legacies of racism and current anti-Black racist practices that have harmed these communities and that continue to impact their well-being? c) And what are two examples of planning approaches and/or tools that Black communities and organizations are using to achieve their goals?
3) In light of what you have learned in this assignment, what is one question that you will bring forward during the field trip week to better understand the experiences of Black populations in the places we visit? What knowledge, skills, and perspectives do you bring to the collective work your team will carry out? And more broadly, how might this awareness shape your future planning practice?
Requirements: 750 words each
PLG 531 Field Trip: Black Experiences with Planning in Canada Windsor, Chatham-Kent, Buxton, and Dresden Pre-trip assignment (30% of the final grade) Due date: September 25 (11:59pm via D2L) Purpose The purpose of this assignment is to contextualize the focus of this course on Black experiences with planning in Canada and to prepare students for the scheduled meetings with organizations and the field research that will take place during field trip week. Specifically, students are required to learn about and reflect on the historical and present experiences of Black communities in Canada with planning, anti-Black racism in the context of planning, and the community building, placemaking, and urban planning work led by Black communities and organizations. Based on that learning, students are asked to articulate their own position, perspectives, and what they bring to this course. Details Each student will write a self-reflective essay answering three questions after reviewing the required resources at the end of this outline. The purpose of this exercise is to demonstrate an understanding of key planning issues faced by Black communities and planningÕs role in anti-Black racist practices, and to help you situate yourself in relation to Black experiences with planning and to the organizations you will engage with during the field trip. This is meant to provide a foundation before participating in the meetings and site visits. After reviewing the material, you will respond to three short essay questions (750 words each) that require a critical reflection on the readings and videos, as well as on your own ideas and position. You are welcome to conduct additional original research to better support your responses. 1. You decided to take this virtual field trip based on certain ideas you had about the topic Black experiences with planning in Canada. In which ways have the readings and videos confirmed or challenged the perceptions you had about planningÕs relationship with Black communities in this country? Why? What are some similarities and differences between your own experience with planning and the experience of Black communities in Canada? 2. a) Thinking about the planning work Black communities and organizations have historically done and continue to do today, what are two planning challenges are they trying to address? b) What are the historical legacies of racism and current anti-Black racist practices that have harmed these communities and that continue to impact their well-being? c) And what are two examples of planning approaches and/or tools that Black communities and organizations are using to achieve their goals?
3. In light of what you have learned in this assignment, what is one question that you will bring forward during the field trip week to better understand the experiences of Black populations in the places we visit? What knowledge, skills, and perspectives do you bring to the collective work your team will carry out? And more broadly, how might this awareness shape your future planning practice? Required reading/watching material Benjamin, A., James, C., Este, D. and Turner, T. (2010) Racism and Resistance in Historical Context. In Race & Well-being: The Lives, Hopes and Activism of African Canadians., pp. 33-63. Halifax and Winnipeg: Fernwood Publishing. Chatham-Kent. (N.D.). Chatham-Kent Underground Railroad. Retrieved on August 21, 2022 from https://www.chatham-kent.ca/visitck/doandsee/heritage/undergroundrailroad/Documents/Underground%20RailRoad%20Brochure.pdf Doe, Princess. (2021). Centring Environmental Racism in Climate Work: the Windsor example. https://windsorlawcities.ca/centring-environmental-racism-in-climate-work/ Goetz, E. G., Williams, R. A., & Damiano, A. (2020). Whiteness and urban planning. Journal of the American Planning Association,86(2), 142-156. Griffin, T. L. (2020) Defining the Just City Beyond Black and White. Retrieved August 28, 2021, from https://www.designforthejustcity.org/read/essays/griffin. Levy, Genelle. (2021). How activists fought racist restaurateurs in southwestern Ontario. https://www.tvo.org/article/how-activists-fought-racist-restaurateurs-in-southwestern-ontario Manning Thomas, J. (1994). ÒPlanning History and the Black Urban Experience: Linkages and Contemporary Implications.Ó Journal of Planning Education and Research, 14(1) pp.1-11. Mohamud, J. (2020). Anti-Black Racism in the Liveable City and Canada. https://ontarioplanners.ca/blog/planning-exchange/july-2020/anti-black-racism-in-the-liveable-city-and-canada Mondesir, Esery. (2021). Welcome To Dresden: Jim Crow Lived Here Too . 15 minutes. https://www.youtube.com/watch?v=8ldLm5MZEas Morgan, Jalani. (2016). The Ontario black history landmark you never knew about. https://www.tvo.org/article/the-ontario-black-history-landmark-you-never-knew-about Ontario Heritage Trust. Black settlement in Ontario. Retrieved on August 21, 2022 from https://www.heritagetrust.on.ca/en/pages/our-stories/slavery-to-freedom/history/black-settlement-in-ontario.
Roberts, A. (2018). Interpretations & Imaginaries: Toward an Instrumental Black Planning History. Planning Theory & Practice. 19(2), 254-288. Rutland, T. (2018) Displacing Blackness: Planning, Power and Race in Twentieth-Century Halifax. University of Toronto Press. ÒPlanning by other Means: The Black United Front and the Struggle for Self-DeterminationÓ p. 204-243. Williams, R. A. (2020). From racial to reparative planning: Confronting the white side of planning. Journal of Planning Education and Research, 0739456X20946416. Wright, A. (2020 May 25). Yes, remnants of discriminatory urban planning remain. The Globe and Mail. Retrieved August 30, 2021, from https://www.theglobeandmail.com/featured-reports/article-yes-remnants-of-discriminatory-urban-planning-remain/. Marks breakdown Breakdown What is considered during evaluation % Substance ¥ Demonstrates an understanding of the contents and key issues discussed in the materials reviewed. ¥ Shows an ability to engage critically with the required material (i.e. goes beyond mere content description, blanket statements, or superficial ideas). ¥ Demonstrates an ability to integrate the contents presented in the readings and videos with the studentÕs own perspectives. ¥ Student is able to reflect critically on their own social position and experiences, and how they might shape their future practice. ¥ Answers all questions in a comprehensive yet concise fashion. 90% Format and structure ¥ Has a clear and logical structure, and respects the word limit. ¥ Proper grammar, spelling, and syntax. ¥ Properly cites all references and uses citation style consistently. 10% Penalties for late assignment submission Unless a valid reason is provided following TMU policies and submitting all relevant documentation (see syllabus), you will lose 5 points from your grade per day (including weekends) for late submission of your assignment. After three days you will receive a grade of zero.
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