General entry requirements + Mathematics 2a or Mathematics 2b or Mathematics 2c, Science studies 1b or Science studies 1a1+1a2 and Civics 1b or Civics 1a1 +1a2, English 6

The course belongs to the main field of built environment at the level of 1-60 credits and is mandatory for the bachelor's degree in built environment

The purpose of this course is to explore theories of democracy, justice and planning for sustainable urban development. It addresses how theories on and for planning have evolved over time; planning ideals and various ways of understanding democracy and justice in planning; the meanings and concepts of a common good in planning; the conditions of involvement of various actors, stakeholders, and groups in planning processes; how power structures, planner’s roles, institutional arrangements and debates shape the conditions and outcomes of planning processes.

Following successful completion of the course students must demonstrate the ability to:

1. present and discuss key concepts and theoretical perspectives on planning and their evolvement over time, as well as theories on democracy and justice relevant for planning and sustainable development
2. critically and independently compare, contrast and assess different theoretical perspectives, and identify their relevance, strengths and limitations for analytical application
3. critically and independently analyse complex planning issues and challenges with regard to the needs, interests and rights of different groups and actors,
4. critically and independently – by oral presentation and in written form – analyse and assess real-world situations and cases with regard to democracy and justice issues.

Lectures, seminars, group work, oral presentations and individual writing assignments.

Planning Theory

• Literature Seminar I, 1 credit (UG) (learning outcomes 1-3)
• Literature Seminar II, 1 credit (UG) (learning outcomes 1-3)
• individual Writing Assignment, 3 credits (UA)

Democracy in Planning

• Group Work, 5 credits (UG) (learning outcomes 1-4)

Urban Justice

• Literature Seminar III, 1 credit (UG) (learning outcomes 1-3)
• Individual Scientific Paper, 4 credits (UA) (learning outcomes 1-4)

All learning goals are individually assessed.

Course grade is based on the following grade requirements:

Grade A: individual writing assignment at least B, individual scientific paper A

Grade B: individual writing assignment at least C, individual scientific paper B

Grade C: individual writing assignment at least D, individual scientific paper C

Grade D: individual writing assignment at least E, individual scientific paper D

Grade E: individual writing assignment at least E, individual scientific paper E

In addition to the above requirements for completing the course, the other course assignments have to have a passing grade.

• Allmendinger, P. (latest edition). Planning theory. Palgrave/Macmillan Education, London.
• Fainstein, S. S., & DeFilippis, J. (latest edition). Readings in Planning Theory. John Wiley & Sons. (selected chapters).
• Pojani, D. (red.) (latest edition). Alternative planning history and theory. Routledge, Abingdon, Oxon. (selected chapters).

A selection of additional scientific articles, book chapters, reports and other material accessible online.

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.