New Normative Styles in Urban Studies
In: Public administration review: PAR, Band 31, Heft 3, S. 327
ISSN: 1540-6210
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In: Public administration review: PAR, Band 31, Heft 3, S. 327
ISSN: 1540-6210
In: Sociological inquiry: the quarterly journal of the International Sociology Honor Society, Band 39, Heft 1, S. 108-110
ISSN: 1475-682X
In: Perspectives on politics: a political science public sphere, Band 10, Heft 4, S. 1070-1072
ISSN: 1537-5927
In: Habitat international: a journal for the study of human settlements, Band 21, Heft 3, S. 345-346
In: Urban affairs quarterly, Band 1, Heft 1, S. 17-33
In: Territory, politics, governance, Band 7, Heft 2, S. 141-155
ISSN: 2162-268X
In: Journal of Southern African studies 21,1
In: Spec. issue
World Affairs Online
In: Anuario de espacios urbanos, historia, cultura y diseño: aEU, Heft 13.1, S. 57-72
ISSN: 2448-8828
In: Sage Library in urban studies
In: Dissent: a quarterly of politics and culture, Band 57, Heft 4, S. 65-68
ISSN: 1946-0910
When I became director of the undergraduate Urban Studies Program at the University of Pennsylvania in 1983, I was surprised to find that it lacked a multidisciplinary course that aimed to provide a coherent interpretation of contemporary urban America. What accounted for deindustrialized, segregated, financially strapped, often violent cities with their failed public institutions and surrounding white suburbs? I wanted to give the students a single book that explained it all. No such book existed. In the circumstances, I felt compelled to undertake the task of synthesis myself in a single, introductory-level course. I called the course "Urban Crisis: American Cities Since World War II," and first taught it in 1984. The years since have witnessed extraordinary changes in cities, so great, in fact, that the first part of the title, "urban crisis," probably is an anachronism. But maybe not. There is a continuity that has made it possible to retain the intellectual framework of the course while updating the reading list to include, for instance, the surge in immigration and the recent decline in crime. But I had a problem in teaching the course. It tells a story of deindustrialization, population decline, racial segregation, failed public housing, and so on—all of it true and inescapable. And it leaves students depressed; indeed, it leaves me depressed. Wonderful young people, eager to help change the world, confront a tale of powerful structural forces abetted by ambitious politicians, by every level of government, by racism, greedy real estate and corporate interests, and academic researchers impotent to suggest realistic avenues for change. Is this the vision that I want to leave with our students?
In: Urban policy and research, Band 30, Heft 1, S. 1-3
ISSN: 1476-7244