Planning and Design
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We welcome your help in curating this bibliography. To suggest additional resources, comments, or insights related to inclusive teaching, please contact the following librarians directly, or fill out this form.
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Databases & Terms Searched:
Diversity, Inclusion, Cultural Competency are suggested specific search terms. More search terms which may yield results for thinking about teaching generally include curriculum development, pedagogy, teaching methods and higher education. Combining the specific search terms with the more general search terms yielded mixed results in Web of Science and Scopus.
Planning has not, as a discipline, focused extensively on pedagogy. Because of the lack of emphasis on education within the discipline, there seems to be a scarcity of articles that fall squarely into this topic.
Journal of Planning and Education is the flagship journal of the Association of Collegiate Schools of Planning. One of the themes of JPER is planning pedagogy and as such is one of the few journals that emphasizes education within the discipline of planning.
Looye, J. W., & Sesay, A. (1998). Introducing diversity into the planning curriculum: A method for department-wide implementation. Journal of Planning Education and Research, 18(2), 161-170.
Agyeman, J., & Erickson, J. S. (2012). Culture, recognition, and the negotiation of difference: Some thoughts on cultural competency in planning education. Journal of Planning Education and Research, 32(3), 358-366.
Forsyth, A. (1995). Diversity issues in a professional curriculum: Four stories and some suggestions for change. Journal of Planning Education and Research, 15(1), 58-63.
Sartorio, F. S., & Thomas, H. (2019). Freire and Planning Education: The Pedagogy of Hope for Faculty and Students. Journal of Planning Education and Research, 0739456X19844574.
Jackson, A., Garcia-Zambrana, I., Greenlee, A. J., Lee, C. A., & Chrisinger, B. (2018). All Talk No Walk: Student Perceptions on Integration of Diversity and Practice in Planning Programs. Planning Practice & Research, 33(5), 574-595.