TEACHING
I offer the following courses regularly:
CP 284 – Urban Theory
The investigation of modern cities has presented great challenges for social theory. For over a century, scholars have debated about how to read and explain the modern industrial city and the urban forms that came after it. This course traces the main ways in which these debates have unfolded since the middle of the nineteenth century to the present. To follow these debates is to understand how scholars have struggled to make cities legible, to fix them as objects of analysis, and simultaneously to capture their processes of transformation. Readings for the class include classical texts from Weber, Simmel, the Chicago School, the Marxist canon (from Engels to Lefebvre, Harvey and Castells), contemporary urbanists writing from the perspective of cities in the global south, critical perspectives from feminism, queer theory, and black geographies, and more.
CP 204B – Research Methods for Planners
The interest in qualitative research and especially in ethnography has been growing in the planning and design professions. This interest has not always been matched by in-depth and critical examination of qualitative methodology. This course explores some common practices of qualitative research in the social sciences with a special focus on ethnography. These include observation, participation, interviewing, mapping, coding, and production of visual representations. Students are expected to do field research. The class is designed around an experimental research project in which students will apply various techniques of data collection and analysis. Students are expected to do a few exercises, experimenting with observation, interviewing, coding, and mapping/using images, and to engage with ethnographic analyzes. Readings will explore how these techniques have been used by a range of researchers to generate insightful interpretations. Classes, readings, and discussions will approach qualitative methods and techniques critically and will interrogate their epistemological assumptions. They will also address ethical issues involved in the practice of qualitative research.
CP 290 – Urbanization in the Global South
In the last two decades, the notion of the third world has been slowly put aside and the global south has emerged as its replacement, although not without questioning. Simultaneously, a strong critique in the broad field of urban studies has claimed that urban theory needs to be reframed to address the specificities of processes of urbanization in the global south. This reframing is not only a matter of focus or better comparisons, but rather of producing and using other archives and crafting new epistemologies. This course starts by re-tracing these shifts and debates. Moreover, it analyzes processes of urbanization in cities of the global south from the middle of the twentieth century to the present on the basis of new archives and a certain understanding of the specificities of processes of urbanization in the global south.
This understanding is anchored on the notions of transversal logics and new modes of politics. Transversal logics alludes to the fact that processes of urbanization in the global south frequently unsettle official logics – for example, those of legal property, formal labor, state regulation, and market capitalism. Nevertheless, they do not contest these logics directly as much as they operate with them in transversal ways. The political consequences of these engagements are remarkable. Additionally, the course understands that processes of urbanization in the global south, although sharing some common features – such as the transversal logics or a high level of social inequality – are basically heterogeneous and generate quite distinctive cities and spatial formations. Thus, it does not make sense to talk in terms of a general “southern urbanism.” Rather, heterogeneous processes of urbanization in the global south have to be analyzed through the study of cases. Therefore, the course is structured according to main themes that reveal the transversal logics and the modes of politics in cities of the global south and through the analysis of cases. The themes include autoconstruction, the ambiguities of land tenure and the law, informality, the creation of urban land, spectacular urbanism, insurgent citizenship, new formations of labor, gender, and place, political ecologies, and new formations of time, space and practice. The cases will be diverse, but the course returns several times to a few cities in Brazil, Chile, Congo, India, South Africa, and Turkey. The course also makes a point of incorporating analyzes by authors from the global south.
CP 290 – Gender and Race: Critical Readings
We live in times of great uncertainty and strong calls for social transformation, social justice, and reparation. Movements such as MeToo and Black Lives Matter have been exposing the structures of sexism and racism that constitute our societies and force us to reconsider assumptions and everyday practices. These are times that require both humility and audacity. Humility to question and revise our taken-for-grated assumptions and modes of practice; audacity to envision a better world and make it come into being. As knowledge producers, we are required to question the concepts and theories we work with and to come up with improved tools to analyze the processes we are going through and in which we want to intervene. This seminar is an initial step in this direction. Its objective is simple but crucial: to attentively read canonical texts in both gender studies and race studies with the objective of generating new and powerful modes of analysis that challenge entrenched sexism and racism. Classes will consist of close readings of texts and open discussion about them.
Prospective graduate students
I serve as an advisor for students in both the MCP and PhD programs at the Department of City and Regional Planning at the University of California, Berkeley. Please consult the department’s website to find out more about these programs. I regret that I cannot respond to preliminary inquiries from prospective students. DCRP aims to treat every applicant equally, by reviewing all applications through the formal admissions process. Students are admitted to the program and not to work with individual faculty members.