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Community + Regional Planning 531 The University of New Mexico School of Architecture + PlanningïSpring 2018 Instructor: Jennifer Tucker Tuesdays, 2:00 – 4:30 PM ïGeorge Pearl Hall P135B Office Hours: Tuesdays 4:30-5:00 pm and Wednesdays 3:20-5:20 pm Location: George Pearl Hall 239 Sign up online: https://www.wejoinin.com/sheets/zqiqg

CRP 531: Foundations of Community Development This graduate seminar explores the theories and methods of community development. Our course has three aims. First, the discipline and practice of planning is centrally concerned with transforming particular places. As such, this course introduces students to a critical understanding of space and the built environment. Understanding how space functions, and the distinctiveness of different spatial formations – the sunbelt suburb, rustbelt ghetto, or mesa colonia to name a few – is a prerequisite for effective, justice-oriented planning interventions. Secondly, we carefully consider how power works. We operate through an asset-based model of community development which foregrounds the agency and capacities of historically-marginalized social groups, resisting trends that define these communities through frames of lack or dysfunction. We consider how power works through race, gender and other axes of difference, while also questioning how power sets the boundaries of community itself, defining who is in and who is cast out, and valorizing some forms of knowing over others. Questions of power are inseparable from the ethics of community development, especially in contexts where planners are working with communities which are not their own.

Joel Bergner, San Francisco Mural, Un Pasado Que Aún Vive (A Past That Still Lives)

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Finally, this course trains students to contextualize contemporary planning problems and community struggle in historical context, that is, to use history as a method of community action. We consider the history of community development as a contested response to situated social problems, like deplorable slum conditions for immigrants in the Progressive era, the ghetto uprisings of the 1960s, and today’s landscapes of persistent poverty alongside extreme wealth. Community development also draws from a much longer legacy of ideas about social development, many with roots outside the US. Thus we are alert to transnational connections as theories of community change travel. Learning Objectives Students can expect to accomplish the following learning objectives in this class:

1. Gain a critical understanding of community development and change, as well as the social, political and economic forces shaping communities operating at multiple scales

2. Understand multiple frameworks of community development, organizing and action 3. Develop familiarity with how gender, race, and other forms of difference structure communities and

inform community development practice 4. Understand the history of community development in the US 5. Develop the analytic skills to situate a community in historical, political, and economic context as part

of planning or organizing work.

COURSE REQUIREMENTS + GRADING Response papers Students are expected to read, reflect on, and write about weekly readings before arriving to class. Each week, you will prepare a 600 to 1000 word response paper on the weekly readings. Post your response to Learn (Journals Tab). In these papers, you will do two things: summarize key arguments and critically engage with the readings. This critical engagement can include 1) making connections between readings and key ideas 2) evaluating the success with which the authors substantiate their claims 3) discussing limitations or challenges you, or other authors, might raise and 4) explore how a particular concept from the readings relates to your own research and/or life experience. The intention of this assignment for you to engage with the readings in a way that is useful for your own program of research and practice, as well as to exercise your writing muscles. These response papers can be useful resources for comprehensive exams or literature reviews for projects like a master thesis or dissertation. They are worth investing in. Positionality Paper

We are all influenced by where we come from and how we are situated in relationship to different power structures. Our “positionality” reflects many things, like race, class, gender expression, sexual orientation, country of origin, immigration status, family history and connection to place. In this assignment, you will reflect on your positionality and how it shapes your worldview. Case-Based Writing Assignments Students will select a case study of a real-world community development issue to serve as the basis of three writing assignments. You will get the most out of these assignments if you work on the same issue for all three assignments.

1) Persuasive Essay: an extended blog post or opinion editorial engaging with a real-world community development issue. The essay will make & defend an argument, situate the issue in historical context and explain the stakes of the case for a relevant community.

2) Literature Review: In this assignment, you will identify a subfield of scholarship that engages with your real-world issues. Reviewing the relevant scholarship, you will identify, synthesize and analyze the debates within this field of research.

3) Final Project: The final paper will be a short analytic reflection in which you apply a theoretical framework to a topic or issue of your choice. The topical area can derive from your research, planning practice or social justice commitments. Your topic should be a real-world place, problem or possibility, like the UNM Sanctuary campus movement, policing protest in Brazil or decoloniality in the Zapatista

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struggle. Drawing from at least four course readings, construct a relevant conceptual framework that helps us understand the dynamics of your issue more clearly. The paper is an exploration and analysis of your topic in relationship to the conceptual framework. You can also choose to write a longer research paper, if that is helpful for your course of study. If you opt-in to a research paper, I will need to OK your paper topic.

Grading 1) Attendance & Participation 15% 2) Reading Responses (or quizzes) 15% 3) Positionality Paper 10% (DUE: 1/30) 4) Persuasive Essay 15% (DUE: 2/13) 5) Literature Review 15 % (DUE: 3/27) 6) Final Project 30% (DUE: 5/7)

Optional: Develop a daily writing practice I encourage you to develop a daily writing practice, regularly writing in short sessions a minimum of five times per week. Effective, persuasive writing is a lynchpin skill for activists, organizers and planning professionals. In addition, writing is integral to learning. Extensive research shows that regular writing in short sessions develops important skills like critical thinking, creativity, expressive capacity and self-reflection. Further, it produces more writing than last minute cram sessions. Students will choose one form of regular writing to experiment with, and commit to, for the semester (Timed Writing Practice, Morning Pages or Freewrites, more info on Learn). I know writing can be uncomfortable or even scary. However, just about everyone can learn to be a good writer. It’s normal to try to avoid writing. Part of the point of regular writing practice is learn to write anyways, even when your mind throws myriad procrastination strategies your way. The topics of regular writing are at the discretion of students, although I do encourage engagement with course themes. If you develop a daily writing practice, your final grade will be bumped up by one half letter grade at the end of the term. You will need to demonstrate to me that you have stuck with the daily writing practice, although I will not read what you write. Your daily writing is confidential. COURSE POLICIES Attendance Policy Attendance is required for this course. You are expected to show up on time. Arriving late is a disruption and a disservice to your fellow classmates. Unexcused absences will be penalized with a deduction of 4% of your participation grade for each class missed. If you do need to miss class for an acceptable reason (team travel, family emergency, illness, immigration related procedures), please let me know ahead of time and provide adequate documentation. Absences will only be excused after the fact in cases of documented illness or emergency. Email I will respond to emails 48-72 hours after I receive them. Do not expect a response to last minute emails before assignments are due. Substantive questions should be saved for class or office hours. Academic Honesty Plagiarism is using the ideas or words of another without proper acknowledgment. If you have any questions about what constitutes plagiarism, please read the Community and Regional Planning Program’s “Ethics Statement.” This course is designed to provoke critical thinking. While I encourage study groups and working together to understand theory and concepts, all written work should be your own. Please do not use other students’ papers or exercises for your assignments. If you cite an author or use her/his ideas, please cite properly. Plagiarized assignments will receive a failing grade. If you have any questions, please ask. Grade Disputes

Students who wish to dispute grades on an assignment must do so in writing. Indicate each issue that you dispute. You must submit grade disputes to me in office hours. Please note that I may lower as well as raise grades after reviewing assignments.

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Technology Policy Please turn off your cell phones before class begins, unless you have urgent family or caretaking responsibilities. Personal laptop use is not allowed in class. Accommodation Policy If you need disability-related accommodations in this class, if you have emergency medical information you wish to share with me, or if you need special arrangements in case the building must be evacuated, please inform me immediately. Please see me privately after class or during my office hours.

Campus & classrooms free from discrimination, violence and harassment Our classroom and our university should always be spaces of mutual respect, kindness, and support, without fear of discrimination, harassment, or violence. Should you ever need assistance or have concerns about incidents that violate this principle, please access the resources available to you on campus, especially the LoboRESPECT Advocacy Center and the support services listed on its website. Please note that, because UNM faculty are considered “responsible employees” by the Department of Education, any disclosure of gender discrimination (including sexual harassment, sexual misconduct, and sexual violence) made to a faculty member must be reported by that faculty member to the university's Title IX coordinator. Support for undocumented students As an educator, I fully support the rights of undocumented students to an education and to live free from the fear of deportation. I pledge confidentiality to any student who wishes to disclose their immigration status, and I will work with students who require immigration-related accommodations. For more information and/or resources, please contact the New Mexico Dream Team at info@nmdreamteam.org.

Resources CRP Ethics Statement: http://saap.unm.edu/academic-programs/community-regional-planning/index.html LoboRESPECT: http://loborespect.unm.edu/ For more information on the campus policy regarding sexual misconduct, please see: https://policy.unm.edu/university-policies/2000/2740.html. Readings Readings will be available in pdf format on our Learn course website. SYLLABUS Course Schedule Unit 1: Asset-Based Development Week 1. 1/15 - Theory + Practice = Praxis Week 2. 1/23 - Seeing & Building Community Capacity Week 3. 1/30 - Histories of Community Development DUE 1/30: Positionality Paper Week 4. 2/6 - Conceptualizing Poverty Unit 2: Transformational Change Week 5. 2/13 - Understanding Millennial Capitalism DUE 2/13: Persuasive Essay Week 6. 2/20 - The Spatial + The Social Week 7. 2/27 - Race, Space + Difference Week 8. 3/6 - Settler Colonialism & Indigenous Sovereignty Week 9. 3/13 -Spring Break Week 10. 3/20 - Gender + The Feminization of Poverty

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Unit 3: Building Community Power Week 11. 3/27 – Organizing DUE 3/27: Literature Review Week 12. 4/3 - Group Work Week 13. 4/10 - Empowerment + Participation Week 14. 4/17 - Community Development with Immigrant Communities Week 15. 4/24 - Community Economic Development Week 16. 5/1 - Class Wrap Up DUE 5/7: Final Project

Unit 1. Asset-based Development Week 1. January 15 THEORY + PRACTICE = PRAXIS This week wrestles with the question: “what is theory good for?” All action in (and on) the world rests on theories of how the world works, on assumptions about the drivers of social change, and on perceptions of what is politically possible. We explore one lineage of thought – popularized by the Brazilian educator Paulo Freire, that raises up the capacities of the most oppressed to develop a critical consciousness and act as agents of justice. Drawing on Freire, the black feminist bell hooks argues that theory is a social practice, potentially (although not necessarily) liberatory, if it transforms our capacities to understand and act on the world in ways that promote healing and social justice. Recommended hooks, bell. 1994. “Theory as Liberatory Practice.” In Teaching to Transgress: Education as the Practice of

Freedom. New York: Routledge, 59–75. Freire, Paulo. 1968. “Chapter 1,” Pedagogy of the Oppressed. Translated by Myra Bergman Ramos. New York:

Bloomsbury Academic, 43—70.

Week 2. January 23 SEEING & BUILDING COMMUNITY CAPACITY This we explore the asset-based model of community development which foregrounds the agency and capacities of historically-marginalized social groups. This model explicitly resists trends that define these communities through frames of lack or dysfunction. We also question a romanticized vision of community as coherent monolithic or free from conflict. Phillips, Rhonda, and Robert Pittman. 2009. “Asset-Based Community Development & Social Capital and

Community Building.” In An Introduction to Community Development. London: Routledge, 3–19. Tuck, Eve. 2009. “Suspending Damage: A Letter to Communities.” Harvard Educational Review 79 (3):409–

28. Sen, Amartya. 1990. “Individual Freedom as a Social Commitment.” The New York Review of Books, June 14,

1–15.

Creed, Gerald W. 2006. “Reconsidering Community.” In The Seductions of Community: Emancipations, Oppressions, Quandaries, edited by Gerald W. Creed. Santa Fe: School for Advanced Research Press, 3–22.

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Recommended Weismantel, Mary. 2006. “Ayllu: Real and Imagined Communities in the Andes.” In The Seductions of

Community: Emancipations, Oppressions, Quandaries, edited by Gerald W. Creed. Santa Fe: School for Advanced Research Press, 77–100.

Kuecker, Glen, Martin Mulligan, and Yaso Nadarajah. 2011. “Turning to Community in Times of Crisis: Globally Derived Insights on Local Community Formation.” Community Development Journal 46 (2): 245–64.

Watts, Michael. 2006. “The Sinister Political Life of Community: Economies of Violence and Governable Spaces in the Niger Delta, Nigeria.” In The Seductions of Community: Emancipations, Oppressions, Quandaries, edited by Gerald W. Creed. Santa Fe: School for Advanced Research Press, 101–143.

Young, Iris Marion. 1990. “Five Faces of Oppression.” In The Community Development Reader, 2nd Edition, edited by James DeFilippis and Susan Saegert, 2nd edition. New York: Routledge, 328–337.

Week 3. January 30 HISTORIES OF COMMUNITY DEVELOPMENT This week, we study how community development cyclically emerges, in reworked form, in response to social suffering – from the deplorable slum living conditions for immigrant communities in the Progressive Era to the 1960s ghetto uprisings to privatized charity, like George Bush’s one thousand points of light, in response to deindustrialization and wage stagnation from the 1980s onwards. The New Deal bifurcated social supports into two parallel tracks. Means tested, stigmatized programs for the poor exist alongside what Alice O’Conner describes as “invisible, federalized, non-means tested subsidies” for the wealthy. Key community development programs seeking the “maximum feasible participation” of poor communities defined participation in ways that, some argue, overlook the social structures that reproduce poverty. O’Conner, Alice. 2012. “Swimming Against the Tide: A Brief History of Federal Policy in Poor Communities.” In

The Community Development Reader, edited by James DeFilippis and Susan Saegert. New York: Routledge, 11–29.

Stoecker, Randy. 2012. “The CDC Model of Urban Development: A Critique and an Alternative.” In The Community Development Reader, 2nd Edition, edited by James DeFilippis and Susan Saegert. New York: Routledge, 361–68.

Woods, Clyde. 1998. “Regional Blocs, Regional Planning, and the Blues Epistemology in the Lower Mississippi Delta.” In Making the Invisible Visible: A Multicultural Planning History, edited by Leonie Sandercock. University of California Press, 78-99.

In Latin America Frank, Andre Gunder. 2002. “The development of underdevelopment.” International Library of Critical

Writings in Economics, 18(4): 97–111. Cardoso, Fernando. 1977. “The consumption of dependency theory in the United States.” Latin American

Research Review, 12(3): 7–24. Prashad, Vijay. 2008. “Buenos Aires: Imagining an economy.” In The darker nations: A people’s history of the

Third World. The New Press, 62–74 Recommended Roy, Ananya. 2005. “Urban Informality: Toward an Epistemology of Planning.” Journal of the American

Planning Association 71 (2): 147–58.

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Newman, Kathe, and Robert W. Lake. 2006. “Democracy, Bureaucracy and Difference in US Community Development Politics since 1968.” Progress in Human Geography 30 (1): 44–61.

Yiftachel, Oren. 1998. “Planning and Social Control: Exploring the Dark Side.” Journal of Planning Literature 12 (4): 395–406.

Marcuse, Peter. 2015. “The Three Historic Currents of City Planning.” In Readings in Planning Theory, edited by Susan S. Fainstein and James DeFilippis. John Wiley & Sons, 117-131.

Davidoff, Paul. 1965. “Advocacy and Pluralism in Planning.” Journal of the American Institute of Planners 31 (4): 331–38.

John Friedmann. 1987. “The Terrain of Planning Theory” and “Two Centuries of Planning Theory” in Planning in the Public Domain: From Knowledge to Action, 19-48, 51- 85.

Peet, Richard, and Michael Watts, eds. 2004. “Mapping Development Discourse: A Cartography of Power.” In Liberation Ecologies. London: Routledge, 17—25.

Week 4. February 6 CONCEPTUALIZING POVERTY Frequently, development is posed as the solution to poverty. But there is considerable debate about what development, and poverty, might mean, as well as the relationship between these two social processes. This week, we look at recent policy responses to poor people as a way to think critically about the implicit understandings of poverty these policies promote.

Bradshaw, Ted K. 2007. “Theories of Poverty and Anti-Poverty Programs in Community Development.” Community Development 38 (1): 7–25.

Lawson, Victoria, and Sarah Elwood. 2014. “Encountering Poverty: Space, Class, and Poverty Politics.” Antipode 46 (1): 209–228.

Adams, Vincanne. 2012. “The Other Road to Serfdom: Recovery by the Market and the Affect Economy in New Orleans.” Public Culture 24 (1 66): 185–216.

Farmer, Paul. 1996. “On Suffering and Structural Violence: A View from Below.” Daedalus 125 (1): 261–83. Recommended Wacquant, Loïc. 2009. “The Criminalization of Poverty in the Post-Civil Rights Era.” In Punishing the Poor:

The Neoliberal Government of Social Insecurity. Durham: Duke University Press Books, 41—75. Mitchell, Don, and Nik Heynen. 2009. “The Geography of Survival and the Right to the City: Speculations on

Surveillance, Legal Innovation, and the Criminalization of Intervention.” Urban Geography 30 (6): 611–632.

Goldstein, Alyosha. 2012 “Now, We’re Our Own Government.” In Poverty in Common: The Politics of Community Action during the American Century. Duke University Press, 1—30.

Unit 2: Transformational Change Week 5. February 13 UNDERSTANDING MILLENNIAL CAPITALISM Communities are impacted by regional, national and global processes. This week we investigate the crucial shift, inaugurated in the late 1970s, to neoliberalism. Neoliberalism is alternately understood as an elite economic project that exacerbates income inequality, a political rationality promoting market logics in social

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spheres (like education or environmental policy), or as a form of governance. As one consequence of neoliberalism’s downsizing of state welfare programs, private sector organizations (NGOs and some community development organizations) are increasingly providing community social supports. This shift of caretaking from the public to the private sector is a hallmark of neoliberalism. Lorde, Audre. 1981. “The Master’s Tools Will Never Dismantle the Master’s House.” In This Bridge Called My

Back: Writings by Radical Women of Color. edited by Cherrie Moraga and Gloria Anzaldua, New York: Kitchen Table, 1-3.

Peck, Jamie, Nik Theodore and Neil Brenner. 2012. “Neoliberalism Resurgent? Market Rule After the Great Recession” South Atlantic Quarterly 111:2, 265-288.

Brown, Wendy. 2015. “Undoing Democracy: Neoliberalism’s Remaking of State and Subject,” Undoing the Demos: Neoliberalism’s Stealth Revolution. New York: Zone Books, 17—46.

Sen, Amartya. 2016. “Capitalism Beyond the Crisis.” The New York Review of Books. Weissmann, Jordan. 2013. “Martin Luther King’s Economic Dream: A Guaranteed Income for All Americans.”

The Atlantic, August 28, 1—5. Recommended Walton, Michael. 2004. Neoliberalism in Latin America: Good, Bad, or Incomplete? Latin American Research

Review, 39(3): 165–183. Rodrik, Danny. 2006. “Goodbye Washington Consensus, Hello Washington Confusion? A Review of the World

Bank’s Economic Growth in the 1990s: Learning from a Decade of Reform.” Journal of Economic Literature, 44(4): 973–987.

Harvey, David. 2007. “Freedom is Just Another Word” and “The Construction of Consent.” In A Brief History of Neoliberalism. Oxford University Press, 5—63.

Williamson, Thad, David Imbroscio, and Gar Alperovitz. 2012. “Globalization and Free Trade.” In The Community Development Reader, edited by James DeFilippis and Susan Saegert, 2nd edition. New York: Routledge, 253–261.

Hudson, Peter James. 2016. “The Racist Dawn of Capitalism.” Boston Review, March 14. Ehrenreich, Barbara. 2009. “Too Poor to Make the News.” New York Times, June 13, sec. The Opinion Pages,

1-6. Ferguson, James. 2010. “The Uses of Neoliberalism.” Antipode 41 (January): 166–84. Week 6. February 20

THE SPATIAL + THE SOCIAL DUE: Project Proposal This week we study how the production of space is a social and political process. Understanding the politics of space means asking “how” questions: how is a given spatial arrangement historically and socially produced? Familiar contemporary landscapes – automobile-centric cities, majority white suburbs, a global map divided between “first-world” and “third-world countries” – were not pre-ordained nor are they unchangeable. Other spatial and social arrangements were, and are, possible. Thus, understanding the social production of space can help projects aimed toward justice, sustainability, racial equity, economic equality, and so on. Massey, Doreen. 1994. “A Global Sense of Place.” In Space, Place and Gender. Minneapolis: University of

Minnesota Press, 146—156. Harvey, David. 2008. “The Right to the City.” New Left Review, 53: 23–40.

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Schmid, Christian. 2008. “Henri Lefebvre’s theory of the production of space: towards a three-dimensional dialectic, In Space, Difference, Everyday Life: Reading Henri Lefebvre. Edited by Goonewardena, Kanishka, Stefan Kipfer, Richard Milgrom, and Christian Schmid. New York: Routledge. 27-45.

In Latin America Werner, Marion. 2015. “Introduction: Power and Difference in Global Production.” In Global Displacements:

The Making of Uneven Development in the Caribbean. John Wiley & Sons, 1–27.

Recommended Ballvé, Teo. 2011. “The Production of Space.” Territorial Masquerades (blog). February 19, 2011.

http://territorialmasquerades.net/the-production-of-space/. Elden, Stuart. 2007. “There Is a Politics of Space Because Space Is Political: Henri Lefebvre and the Production

of Space.” Radical Philosophy Review 10 (2):101–16. Massey, Doreen. 2004. “Geographies of Responsibility.” Geografiska Annaler. Series B, Human Geography 86

(1): 5–18. Harvey, David. 1997. “The New Urbanism & the Communitarian Trap.” Harvard Design Magazine 1 (2): 1—3. Week 7. February 2 RACE, SPACE + DIFFERENCE This week introduces the social construction of race, a crucial concept in today’s political landscape that mixes a “post-race” discourse promoting color-blindness with overtly racist electoral strategies. We consider how community life is formed through encounters across difference and unequal power relationships, themselves shaped by specific racial and ethnic histories. Cultural identities are always formed in relationship to specific places, through practices that also shape urban space. Further racial identities are always in formation; that is, they are not fixed but rather are lawyered, multiple, and changing. Omi, Michael, and Howard Winant. 1986. “The Theory of Racial Formation.” Racial Formation in the United

States. 3 edition. New York: Routledge. 105—136. Lipsitz, George. 1995. “The Possessive Investment in Whiteness: Racialized Social Democracy and the ‘White’

Problem in American Studies.” American Quarterly 47 (3): 369–87. Choose one of the following: Anzaldua, Gloria, 1987. “La Conciencia de la Mestiza: Towards a New Consciousness.” In Borderlands/La

Frontera. San Francisco: Aunt Lute Books. Pages 99-120.

Bauer, Daniel Eric. 2010. “Re-Articulating Identity: The Shifting Landscape of Indigenous Politics and Power on the Ecuadorian Coast.” Bulletin of Latin American Research 29 (2): 170–186.

Harris, Cheryl I. 1993. “Whiteness as Property.” Harvard Law Review 106 (8): 1707–1791. Recommended Coates, Ta-Nehisi. 2015. Between the World and Me. New York: Spiegel & Grau, 1-12. Crenshaw, Kimberle. 1991. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against

Women of Color.” Stanford Law Review 43 (6): 1241–99. Johnson, Kimberley S. 2015. “‘Black’ Suburbanization: American Dream or the New Banlieue?”.” The Cities

Papers.

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Winant, Howard. 2006. “Race and Racism: Towards a Global Future.” Ethnic and Racial Studies 29 (5): 986–1003.

Jargowsky, Paul. 2016. “The Spatial Dimensions of Inequality.” The Cities Papers. Weir, Margaret. 2016. “The Politics of Spatial Inequality.” The Cities Papers. Lipsitz, George. 2011. How Racism Takes Place. Philadelphia: Temple University Press. (Introduction, The

White Spatial Imaginary, and The Black Spatial Imaginary), 1—72.

Week 8. March 7 SETTLER COLONIALISM & INDIGENOUS SOVEREIGNTY Settler colonialism is a historical process of land theft, broken treaties, and unspeakable violence against the Native peoples of the Americas. It is also a present-day process, as made visible by the Standing Rock Sioux’s fight to have their territorial claims recognized in the fight against the Dakota Access Pipeline. Dunbar-Ortiz, Roxanne. 2014. “This Land,” “Follow the Corn” and “Culture of Conquest.” An Indigenous

Peoples’ History of the United States. Beacon Press. 1-44. Glenn, Evelyn Nakano. 2015. “Settler Colonialism as Structure: A Framework for Comparative Studies of US

Race and Gender Formation.” Sociology of Race and Ethnicity 1 (1):52–72. In Latin America Quijano, Aníbal. 2013. “Coloniality and Modernity/Rationality.” In Globalization and the Decolonial Option,

edited by Arturo Escobar and Walter Mingolo. Routledge, 22-32. Haughney, Diane. 2012. “Defending Territory, Demanding Participation Mapuche Struggles in Chile.” Latin

American Perspectives 39 (4): 201–217. Radcliffe, Sarah A. 2012. “Development for a Postneoliberal Era? Sumak Kawsay, Living Well and the Limits to

Decolonisation in Ecuador.” Geoforum 43 (2): 240–249. Recommended Hall, Stuart. 2006. “The West and the Rest: Discourse and Power.” In The Indigenous Experience: Global

Perspectives, edited by Roger Maaka and Chris Andersen. Toronto: Canadian Scholars’ Press, 165–73. Wolfe, Patrick. 2006. “Settler Colonialism and the Elimination of the Native.” Journal of Genocide Research 8

(4):387–409. Tuck, Eve, and K. Wayne Yang. 2012. “Decolonization Is Not a Metaphor.” Decolonization: Indigeneity,

Education & Society 1 (1):1–40.

Estes, Nick. 2015. “Lakota Giving and Justice.” Owašíču Owé Wašté Šní (blog). November 26, 2015. Laurie, Nina, Robert Andolina, and Sarah Radcliffe. 2005. “Ethnodevelopment: Social Movements, Creating

Experts and Professionalising Indigenous Knowledge in Ecuador.” Antipode 37 (3): 470–496. Postero, Nancy Grey. 2007. “Neoliberal Multiculturalism in Bolivia” and “Multiculturalism and the Law of

Popular Participation.” In Now We Are Citizens: Indigenous Politics in Postmulticultural Bolivia. Stanford University Press, 1-22; 123—163.

Escobar, Arturo. 2010. “Latin America at a Crossroads: Alternative Modernizations, Post-Liberalism, or Post-Development?” Cultural Studies, 24(1): 1–65.

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Week 9. March 13 SPRING BREAK Week 10. March 20 GENDER + THE FEMINIZATION OF POVERTY Statistics like the poverty headcount paint a demographic picture based on household income, but may hide other important dimensions of poverty as a lived experience that unevenly affects different social groups. Feminist scholars have long argued that poverty is gendered. This goes beyond the observation that more women than men have poverty-level incomes. Rather, socially-constructed understandings of valuable work and proper political subjects contain implicit, gendered assumptions. Discourses of poverty are at once gendered and racialized. For instance, proponents of cutting state-funded safety nets in the 1980s mobilized racist sentiments with the figure of the “welfare queen,” implicitly coded as a black woman. Fraser, Nancy, and Linda Gordon. 1994. “A Genealogy of Dependency: Tracing a Keyword of the US Welfare

State.” Signs, 309–336. Sassen, S. 2002. “Women’s Burden: Counter-Geographies of Globalization and the Feminization of Survival.”

Nordic Journal of International Law 71 (2): 255–274. Chant, Slyvia. 2008. “The “feminisation of poverty” and the “feminisation” of anti-poverty programmes: Room

for revision?” The Journal of Development Studies, 44(2): 165–197.

Recommended Kingfisher, Catherine. 2002. “The Big Picture: Globalization, Neoliberalism, and the Feminization of Poverty.”

In Western Welfare in Decline: Globalization and Women’s Poverty. Philadelphia: University of Pennsylvania Press, 3–48.

Molyneux, Maxine. 2002. “Gender and the silences of social capital: Lessons from Latin America.” Development and Change, 33(2): 167–188.

Thayer, Millie. 2001. “Transnational Feminism Reading Joan Scott in the Brazilian Sertão.” Ethnography 2 (2): 243–271.

Schuster, Caroline E. 2014. “The Social Unit of Debt: Gender and Creditworthiness in Paraguayan Microfinance.” American Ethnologist 41 (3): 563–78.

Twyman, Jennifer, Pilar Useche, and Carmen Diana Deere. 2015. “Gendered Perceptions of Land Ownership and Agricultural Decision-Making in Ecuador: Who Are the Farm Managers?” Land Economics 91 (3): 479–500.

Mohanty, Chandra Talpade. 1988. “Under Western Eyes: Feminist Scholarship and Colonial Discourses.” Feminist Review, no. 30: 61–88.

Weeks, Kathi. 2011. The Problem with Work: Feminism, Marxism, Antiwork Politics, and Postwork Imaginaries. Durham: Duke University Press Books.

Unit 3. Building Community Power Week 11. March 27 ORGANIZING Organizing is a method of building power within a community in order to press for systemic social and policy change. This week we trace the organizing model of Saul Alinsky, the son of Jewish immigrants who

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influenced generations of activists and leaders, including Barak Obama, Cesar Chavez, Dolores Huerta and Hillary Clinton. Envisioning the world as spilt between the “haves” and the “have nots,” Alinksy argues that principled men are morally obligated to push for a social redistribution of power. Alinksy calls these agents of social change Radicals, titling his first book “Rules for Radicals.” Like many of his era, Alinsky’s language suggests he envisions these empowered actors as men, rather than women. Given this, we also consider the limits of the Alinsky model of organizing.

Alinsky, Saul. 1989. “Native Leadership.” In Reveille for Radicals. New York: Vintage, 64—75. Stall, Susan, and Randy Stoecker. 2012. “Community Organizing or Organizing Community? Gender and the

Crafts of Empowerment.” In The Community Development Reader, edited by James DeFilippis and Susan Saegert, 2nd edition. New York: Routledge, 201–208.

Cases: Choose One Escobar, Arturo. 1992. “Imagining a Post-Development Era? Critical Thought, Development and Social

Movements.” Social Text, no. 31/32: 20–56. Barker, Adam J. 2015. “‘A Direct Act of Resurgence, a Direct Act of Sovereignty’: Reflections on Idle No More,

Indigenous Activism, and Canadian Settler Colonialism.” Globalizations 12 (1): 43–65. Goldstein, Alyosha. 2012. “The Civics and Civilities of Poverty: Participation, Policing, and the Poor People’s

Campaign.” In Poverty in Common: The Politics of Community Action during the American Century. Duke University Press, 111—154.

Appadurai, A. 2002. “Deep Democracy: Urban Governmentality and the Horizon of Politics.” Public Culture 14 (1): 21–47.

Week 12. April 4 GROUP WORK Week 13. April 10 EMPOWERMENT AND PARTICIPATION Empowerment and broad-based participation are key practices of many modes of community development. This week we explore different ways of cultivating community civic capacities. We also consider critiques that question the ease with which some notions of participation overlook or even exacerbate structures of inequality. The Zapatista spokesperson, Subcomandante Marcos, writes with humor about the difficulties that outsiders might experience when they seek to “consult” with a community that is not their own.

Isaac, Claudia. 2016. “Operationalizing Social Learning through Empowerment Evaluation.” In Insurgencies and Revolutions: Reflections on John Friedmann’s Contributions to Planning Theory and Practice. New York: Routledge, 208—218.

Saegert, Susan. 2012. “Building Civic Capacity in Urban Neighborhoods: An Empirically Grounded Assessment.” In The Community Development Reader, edited by James DeFilippis and Susan Saegert, 2nd edition. New York: Routledge, 220–227.

Burgess, Heidi, and Brad Spangler. 2013. “Consensus Building.” Text. Beyond Intractability (blog). September 2013. 1-12.

Huxley, Margo. 2000. “The Limits to Communicative Planning.” Journal of Planning Education and Research 19 (4):369–77.

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In Latin America

Alvarez, Sonia E. 2009. “Beyond NGO-ization?: Reflections from Latin America.” Development 52 (2): 175–84.

Harriss, John, and Paolo De Renzio. 1997. “‘Missing Link’ or Analytically Missing?: The Concept of Social Capital.” Journal of International Development 9 (7): 919–37.

Fox, Jonathan. 1996. “How Does Civil Society Thicken? The Political Construction of Social Capital in Rural Mexico.” World Development, 24 (6): 1089–1103.

Klesner, Joesph. 2007. “Social Capital and Political Participation in Latin America: Evidence from Argentina, Chile, Mexico, and Peru.” Latin American Research Review, 42(2): 1–32.

Recommended Marcos, Subcomandante Insurgente. 2004. “Marcos Invites the Government’s Delegates to a Community

Consultation.” In Ya Basta! Ten Years of the Zapatista Uprising, edited by Rafael Guillén Vicente, et al. Oakland, CA: AK Press. 144—146.

Mohan, Giles, and Kristian Stokke. 2000. “Participatory Development and Empowerment: The Dangers of Localism.” Third World Quarterly 21 (2): 247–68.

Mckinnon, Katharine Islay. 2006. “An Orthodoxy of ‘the Local’: Post-Colonialism, Participation and Professionalism in Northern Thailand.” Geographical Journal 172 (1): 22–34.

Briggs, X. de Souza. 2004. “Social Capital: Easy Beauty or Meaningful Resource.” Journal of the American Planning Association 70 (2): 151–58.

Week 14. April 17

COMMUNITY DEVELOPMENT WITH IMMIGRANT COMMUNITIES Geographically extensive migrant networks are a key force of globalization and contemporary urban development. This week we consider some dynamics that shape immigrant communities in the US, including strong transnational ties, precarious citizenship status, and unique forms of community organization, like hometown associations. Theodore, Nik, and Nina Martin. 2007. “Migrant Civil Society: New Voices in the Struggle Over Community

Development.” Journal of Urban Affairs 29 (3): 269–87. Sandoval, Gerardo Francisco. 2013. “Shadow Transnationalism Cross-Border Networks and Planning

Challenges of Transnational Unauthorized Immigrant Communities.” Journal of Planning Education and Research 33 (2): 176–93.

Orozco, Manuel, and Rebeca Rouse. 2012. “Migrant Hometown Associations and Opportunities for Development: A Global Perspective.” In The Community Development Reader, 2nd Edition, edited by James DeFilippis and Susan Saegert, 2nd edition. New York: Routledge, 280–285.

Recommended Davis, Mike, and Michael Sprinker. 2001. “Tropicalizing Cold Urban Space & The Devil’s Rancho.” In Magical

Urbanism: Latinos Reinvent the U.S. Big City. London, Verso, 61—68 and 77—83. Cordero-Guzmán, Héctor R., and Victoria Quiroz-Becerra. 2012. “Community-Based Organization and

Migration in New York City.” In The Community Development Reader, edited by James DeFilippis and Susan Saegert, 2nd edition. New York: Routledge, 270–279.

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Week 15. April 24 COMMUNITY ECONOMIC DEVELOPMENT This week we consider different perspectives on how communities can increase their capacities for economic sustainability. Is community economic development a process or an outcome? Should it be measured by job growth, per capital income or something else? Feminist geographers J.K. Gibson-Graham (two academics writing under one name) argue for cultivating an economic imagination outside of capitalism.

Phillips, Rhonda, and Robert H. Pittman. 2009. “A Framework for Community and Economic Development.” In An Introduction to Community Development. New York: Routledge, 3–19.

Gibson-Graham, J.K. 2007. “Cultivating Subjects for a Community Economy.” In Politics and Practice in Economic Geography, edited by Adam Tickell, Eric Sheppard, Jamie Peck, and Trevor Barnes. Los Angeles: SAGE Publications, 106–119.

Torre, Gabriela de la, Erin Chavez, Lucas Pedraza, and Rodney Moises Gonzales. 2013. “Mapping the Mesa: Identifying Complexities that Continue to Hinder Planning Development in Pajarito Mesa, NM.” Shared Knowledge Conference Journal 1 (1): 1–15.

State-Led Redistribution in Latin America Caldeira, Teresa and James Holston. 2015. “Participatory urban planning in Brazil.” Urban Studies, 52(11):

2001—2017. Peck, Jamie and Nick Theodore. 2010. “Recombinant Workfare, Across the Americas: Transnationalizing

“Fast” Social Policy.” Geoforum, 41(2): 195–208. Molyneux, Maxine. 2008. “The “Neoliberal Turn” and the New Social Policy in Latin America: How Neoliberal,

How New?” Development and Change, 39(5): 775–797. Recommended Grugel, Jean and Pía Riggirozzi. 2012. “Post-Neoliberalism in Latin America: Rebuilding and Reclaiming the

State after Crisis.” Development and Change, 43(1): 1–21. Soares, Fábio Veras, Rafael Perez Ribas, and Rafael Guerreiro Osório. 2010. “Evaluating the Impact of Brazil’s

Bolsa Familia: Cash Transfer Programs in Comparative Perspective.” Latin American Research Review 45 (2): 173–190.

Week 16. May 1 CLASS WRAP UP