Show simple item record

dc.contributor.convenorAssociate Professor Paul Maginen_US
dc.contributor.authorBurton, Paulen_US
dc.contributor.editorAssociate Professor Paul Maginen_US
dc.date.accessioned2017-04-24T12:57:04Z
dc.date.available2017-04-24T12:57:04Z
dc.date.issued2011en_US
dc.date.modified2012-08-15T23:25:48Z
dc.identifier.refurihttp://www.wpsc2011.com.au/index.htmlen_US
dc.identifier.urihttp://hdl.handle.net/10072/45280
dc.description.abstractPeople become planners for a variety of reasons. Many enter the profession via an undergraduate or postgraduate degree program at a university and at this point many express broadly idealistic aspirations to make built environments better places than they would otherwise be. Most planning education programs share these aspirations and seek to nurture them, while also equipping students with a range of practical and analytic skills and competencies. However, many graduating students that then enter the profession struggle initially to reconcile their idealistic values with the day to day realities of professional life. Drawing on data from an ongoing research project that entails working with practising planners in South East Queensland, Australia, this paper explores how planners go about retaining their idealism. It describes in particular how planners explain their initial motivations for becoming planners, how their education prepared them for professional life and how they manage the often conflicting pressures they experience in their day to day work. The paper draws on Sch殧s notion of the reflective practitioner (1983) and his subsequent work on how they might be educated (1987). It draws also on Healey and Underwood's (1978) work on professional ideals and planning practice and on Underwood's (1980) ethnographic study of planners in London. The paper concludes by reflecting on the perennial tensions in planning education and pedagogy around the inculcation of specific values and the acquisition of particular skills, and in striking a balance between the ambition to 'make no little plans' and the need to develop and demonstrate more prosaic workplace competencies.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent245723 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherWorld Planning Schools Congressen_US
dc.publisher.placePerth, Western Australiaen_US
dc.publisher.urihttp://anzaps.net/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencename2011 WPSCen_US
dc.relation.ispartofconferencetitleWorld Planning Schools Congress 2011: Planning in an era of uncertainty and transformationen_US
dc.relation.ispartofdatefrom2011-07-04en_US
dc.relation.ispartofdateto2011-07-08en_US
dc.relation.ispartoflocationPerth, Western Australiaen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchUrban and Regional Planning not elsewhere classifieden_US
dc.subject.fieldofresearchcode120599en_US
dc.titleKeeping the flame alive: how planners try to retain their idealismen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyGriffith Sciences, Griffith School of Environmenten_US
gro.rights.copyrightCopyright 2011 ANZAPS. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.en_US
gro.date.issued2011
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record