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Browsing by Author "Baker, Mark"

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    From Concrete To Abstract Regional Planning Strategies in North West England: Building and Legitimizing Discourses and Mobilizing Actors for Spatial Transformation?
    (Routledge, 2021) Ziafati Bafarasat, Abbas; Oliveira, Eduardo; Baker, Mark; 02.03. Department of City and Regional Planning; 02. Faculty of Architecture; 01. Izmir Institute of Technology
    This study questions if abstract regional planning strategies are fit to respond to changing societal and political conditions. We compare regional planning strategy making in North West England. Findings suggest that abstract strategies are more effective in building than managing transformative discourses. Results show that: (I) transformative discourses need to be built around manageable regional socio-spatial and spatial-economic disparities; (II) policy entrepreneurs should be targeted with equal consideration for power and counterpower; and (III) the regional planning authority should have access to specific funding schemes. It is our ultimate aim to re-energize strategic regional planning debates in England and beyond. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
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    Citation - Scopus: 2
    The Integrating Role of Regional Spatial Planning: Five Mechanisms of Policy Integration
    (Liverpool University Press, 2022) Bafarasat, Abbas Ziafati; Baker, Mark; Growe, Anna; 02.03. Department of City and Regional Planning; 02. Faculty of Architecture; 01. Izmir Institute of Technology
    Policy integration is considered an essential condition for constructing a more sustainable society, but proponents of sustainable development differ in their views about what is to be integrated, what is to be developed, how to link environment and development, and for how long a time. Regional spatial planning has been a locus of attempts to resolve these differences and realise policy integration, but its mechanisms to achieve this remain less explored. This study sets out to meet three objectives as follows: (1) to identify, through a systematic literature review, a broad set of mechanisms by which (regional) spatial planning realises joined-up policy making; (2) to illustrate the identified mechanisms in two distinct spatial planning systems, Germany and England; and (3) to generate insights into factors that contribute to, and confine, the identified mechanisms. The findings identify five integrating mechanisms of spatial planning that could inform plan making, analysis and monitoring and provide lessons about the potential and constraints of these mechanisms in different social, institutional and political contexts.
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    Planning Competencies and Transformative Pedagogy for Sustainable Development
    (Pergamon-Elsevier Science Ltd, 2025) Bafarasat, Abbas Ziafati; Baker, Mark; Cheshmehzangi, Ali; Goodspeed, Robert; Scott, Mark; Sharifi, Ayyoob; Katsigianni, Xenia
    Understood as "a means by which society decides collectively what urban [and rural] change should be like and tries to achieve that vision by a mix of means.", there is broad consensus that planning should fully incorporate the notion of sustainable development. Planners have a critical role in envisioning and driving local transitions to sustainable development. This requires transforming what planners learn and how they learn in higher education. This study is the first to identify a set of planning competencies for sustainable development. It proposes in three areas planning competencies for sustainable development, including (a) knowledge to understand human settlements, (b) skills to plan sustainable settlements, and (c) values to stand for sustainable communities. Following a conceptual analysis of transformative pedagogy as a superior theoretical approach to teaching for sustainable development, this study is also the first to identify types of transformative learning activities, including (1) unlearning- relearning activities, (2) learning through new experiences, and (3) ill-structured problem solving. The study therefore makes original contributions to both planning and education literature, in addition to its interdisciplinary methodological contribution through an original design of 'framing and