Diversity and planning education: A Canadian perspective

Canadian Journal of Urban Research

Volumn 13, Issue 1 SUPPL., 2004, Pages 1-26

  Goonewardena, Kanishka ^a   Rankin, Katharine N ^a   Weinstock, Sarah ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

Difference; Diversity; Planning education; Politics of planning; Politics of representation

Indexed keywords

EDUCATION; INSTITUTIONAL REFORM; PLANNING PRACTICE; PLANNING SYSTEM;

CANADA; NORTH AMERICA; ONTARIO; WESTERN HEMISPHERE; WORLD;

EID: 14644434405     PISSN: 11883774     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (51)

1. In addition, an increasing proportion of Canadians (in 1999 more than 83%) agree that 'the multicultural make-up is one of the best things about Canada,' suggesting according to the Report that '[t]here is evidence of a stronger connection between multiculturalism and Canada's sense of identity' (Department of Canadian Heritage 1999-2000: 9).
2. The Canadian Multiculturalism Act (1988) also asserts that unequivócally that 'multiculturalism is a fundamental characteristic of Canadian heritage and identity.'
3. The Canadian Multiculturalism Act, according to which 'multiculturalism is a fundamental characteristic of Canadian heritage and identity,' can be accessed at: http://laws.justice.gc.ca/en/C-18.7/ 29493.html#rid-29500. On the contested history of multiculturalism policy, see Abu-Laban, Y. (1995) and Satzewitch, V. (1999).
4. The Act also recognizes for its part that 'diverse cultures of Canadian society' are 'evolving expressions,' not static entities-contrary to the commonplace accusation made by careless critics of 'official multiculturalism.'
5. On the distinction between imperial and republican citizenship regime of Britain and the multicultural model in Canada, see Castles, S., and Miller, M. (1993).
6. In this study, conducted for the Centre for Social Justice, Toronto, the term 'racialized groups' is used in place of the more common term 'visible minorities.' The report's summary explains this choice: 'In presenting his findings the report's author, Grace-Edward Galabuzi, a political scientist at York University, rejects the term visible minorities used by the federal government to define persons, other than Aboriginal peoples, who are non-Caucasian in race or non-white in colour. The old term [visible minorities] categorizes people as a minority when in some urban areas such as the City of Toronto the people in this category outnumber whites. Nor does it convey the fact that racism acts as the dominant force setting people apart.'
7. In a recent study of planning practices in the Greater Toronto Area, Milroy, B. and Wallace, M. (2002) document the extent to which this view of planning still prevails. For example, one rationale offered by their respondents for not collecting ethno-racially specific data is that planners are bound by the definition of 'good planning' to 'treat everybody equally under the planning process' (21); a similar rationale was argued for rejecting practices of 'targeting in favor for or against' certain groups of people.
8. The findings discussed here illustrate a variety of strategies that have been used by planning programs to enhance diversity both in the demographic makeup of their student populations and in the substantive content of their curricula. They were compiled by Sarah Weinstock as part of her Masters thesis research, by means of questionnaires mailed to the directors of the seven planning programs in Ontario. (See Appendix for questionnaire.) Schools were asked to describe any strategies (informal or formal) that have been implemented or proposed in their planning programs to enhance diversity in four categories: Recruitment, Admissions and Retention, Curriculum, and External Relations. The initiatives listed here certainly do not provide an exhaustive picture of diversity-enhancing approaches undertaken in Ontario, as they are limited to only those strategies identified on the questionnaires. Since the goal here was not to compare or rank specific Ontario universities in terms of the quantity or quality of their strategies for enhancing diversity, specific strategies have not been credited to individual schools.
9. Diversity-enhancing strategies of major US planning programs were compiled by the Diversity Committee of the Planning Faculty at the University of Toronto. Sarah Weinstock analyzed telephone interview transcripts and emails between University of Toronto faculty and their contacts at American planning schools. She also examined the web pages of American planning programs. The strategies compiled in this section were previously documented in a report titled 'Ethnocultural Diversity and Planning Education: Lessons from North America' by Kanishka Goonewardena, Katharine Rankin and Sarah Weinstock).
10. For other bibliographies that have compiled sources related to diversity issues, see Sandercock, L. and Forsyth, A. (1992), Ritzdorf, M. (1993-94), Metzger, J.T. (1996) and Sen, S. (1999).
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