**6. Conclusions and future directions**

Planning profession and education needs a paradigm shift from the conventional planning as government-centered delivery of services and facilities to people. It is essential to shift towards people-centered participatory planning and development. Planning profession needs to be seen from the perspective of people engagement in different stages of planning process. Planning education needs to create a teaching and learning environment which involves students and local communities in the planning and local area development.

**321**

its residents [23].

*Integrated Approach towards Participatory Development of Urban Neighborhood Spaces…*

of planning education [10] demonstrates educators' concern about providing appropriate skills and knowledge. The theoretical and ideological evolution of the planning agenda—partly driven by practice and partly shaped by academia and research—is clearly reflected in planning education [11]. Most academicians consider the inclusion of new relevant topics that address societal developments vital for ensuring professional relevance and student employability (e.g., [12, 13]). The need for planning integrated with social and economic conditions has been perceived significant enough to spur proposals for a revised "core curriculum" in the USA [14, 15] and a comprehensive review of planning education in the UK (Royal Town Planning Institute (RTPI) 2003). It is not only education but also entrepreneurship skills and attitudes that could contribute to the profile of the profession and whether it would be valuable to include such skills in the planning curriculum, i.e., whether entrepreneurship skills represent indeed a missing element in planner's education? Projects involving planning-oriented entrepreneurialism and community involvement are likely to motivate students and provide the excitement many

The rich tradition of scholarly reflection and debate on the purpose and content

Student-community engagement activity in community planning is essential. This is a subset of university-community engagement and is a point of overlap between such engagement and planning education. Community engagement activity enables students to learn in situ practical skills within live projects, while community partners may benefit from technical know-how and human capital input. Explores the pedagogical design helps to explore the underpinning community engagement activities involving students, as well as the various capacities in which the different participants where students, instructors and community members participate. An alignment of student engagement activities in the planning curriculum with emerging transformative co-learning models of university-community engagement could offer novel opportunities for the discipline of planning and their impact on communities as well as the fields standing in multiversities [17]. In designing teaching activities within the university, the community engagement with a view to understanding the impacts on community participants is important. As impact is unavoidable, it is essential to find out what these impacts are and how they happen, so that in designing teaching activities, harmful consequences are

The multicultural communities living in a "global neighborhood" is a prime example of a major new category that includes a significant presence of non-Hispanic whites and blacks along with newer Hispanic and Asian minorities [20, 21]. The spatial structure of change has implications for the role of spatial proximity and diffusion in contemporary neighborhood racial change. In planning a simple mapping of types of neighborhoods based on their racial/ethnic composition, it could help towards assessing the measures of centralization and adjacency in this metropolitan region. Residential mobility changes over time and brings changes to social structures and cultures of a city [22]. The spatial landscape of an urban area plays an important role in creating inequality among

It is important to consider that planning school is a community and it should promote holistic development and help the learners discover themselves and others as human beings, both graced with life and talents, and be responsible for freely, conscientiously, and creatively nurturing them. The education program should be willing and ready to collaborate with the other members of the planning school community (admin, teaching staff, children, parents, and the local community). The teacher, who is willing to focus on the key areas of approach to the curriculum: imitation, activities in nature, role plan, and planning games. Teachers should have

*DOI: http://dx.doi.org/10.5772/intechopen.90832*

of them seek from a university education [16].

avoided as far as possible (e.g., [18, 19]).

#### *Integrated Approach towards Participatory Development of Urban Neighborhood Spaces… DOI: http://dx.doi.org/10.5772/intechopen.90832*

The rich tradition of scholarly reflection and debate on the purpose and content of planning education [10] demonstrates educators' concern about providing appropriate skills and knowledge. The theoretical and ideological evolution of the planning agenda—partly driven by practice and partly shaped by academia and research—is clearly reflected in planning education [11]. Most academicians consider the inclusion of new relevant topics that address societal developments vital for ensuring professional relevance and student employability (e.g., [12, 13]). The need for planning integrated with social and economic conditions has been perceived significant enough to spur proposals for a revised "core curriculum" in the USA [14, 15] and a comprehensive review of planning education in the UK (Royal Town Planning Institute (RTPI) 2003). It is not only education but also entrepreneurship skills and attitudes that could contribute to the profile of the profession and whether it would be valuable to include such skills in the planning curriculum, i.e., whether entrepreneurship skills represent indeed a missing element in planner's education? Projects involving planning-oriented entrepreneurialism and community involvement are likely to motivate students and provide the excitement many of them seek from a university education [16].

Student-community engagement activity in community planning is essential. This is a subset of university-community engagement and is a point of overlap between such engagement and planning education. Community engagement activity enables students to learn in situ practical skills within live projects, while community partners may benefit from technical know-how and human capital input. Explores the pedagogical design helps to explore the underpinning community engagement activities involving students, as well as the various capacities in which the different participants where students, instructors and community members participate. An alignment of student engagement activities in the planning curriculum with emerging transformative co-learning models of university-community engagement could offer novel opportunities for the discipline of planning and their impact on communities as well as the fields standing in multiversities [17]. In designing teaching activities within the university, the community engagement with a view to understanding the impacts on community participants is important. As impact is unavoidable, it is essential to find out what these impacts are and how they happen, so that in designing teaching activities, harmful consequences are avoided as far as possible (e.g., [18, 19]).

The multicultural communities living in a "global neighborhood" is a prime example of a major new category that includes a significant presence of non-Hispanic whites and blacks along with newer Hispanic and Asian minorities [20, 21]. The spatial structure of change has implications for the role of spatial proximity and diffusion in contemporary neighborhood racial change. In planning a simple mapping of types of neighborhoods based on their racial/ethnic composition, it could help towards assessing the measures of centralization and adjacency in this metropolitan region. Residential mobility changes over time and brings changes to social structures and cultures of a city [22]. The spatial landscape of an urban area plays an important role in creating inequality among its residents [23].

It is important to consider that planning school is a community and it should promote holistic development and help the learners discover themselves and others as human beings, both graced with life and talents, and be responsible for freely, conscientiously, and creatively nurturing them. The education program should be willing and ready to collaborate with the other members of the planning school community (admin, teaching staff, children, parents, and the local community). The teacher, who is willing to focus on the key areas of approach to the curriculum: imitation, activities in nature, role plan, and planning games. Teachers should have

*Sustainability in Urban Planning and Design*

The customer as target-centered consultation has been done by setting up

b.Exhibits on T. Nagar—bus stand area, Panagal Park area, Pothys area, etc. depicting existing scenario and how it can be transformed in the future

c.A structured questionnaire (both in English and Tamil language) was distributed, and the visitors were asked to fill the same on satisfaction level, prefer-

The public consultative meetings of different types and various levels reveal, in true sense, democratic participation of the stakeholders not only as informed but also knowing in advance about the redevelopment initiatives. So this makes it as a participatory redevelopment. The outcome of the consultative meetings and activities helped in drawing attention to evolve the project areas for future development which includes planning and design of infrastructure, environmental improvement, designated space for formal and informal trades activities, improvement of street space, organized parking areas, locating public conveniences, pedestrian areas, public transport arrangement/augmentation, sanitation improvement and

Planning profession and education needs a paradigm shift from the conventional planning as government-centered delivery of services and facilities to people. It is essential to shift towards people-centered participatory planning and development. Planning profession needs to be seen from the perspective of people engagement in different stages of planning process. Planning education needs to create a teaching and learning environment which involves students and local communities in the

roadside exhibits on the "T Nagar: Before and After" (**Figure 8**).

ences towards better facilities and services, etc.

management of activities, etc.

**6. Conclusions and future directions**

planning and local area development.

a.Road show with help of a stall—under the bridge near Pothys

**320**

**Figure 8.**

*The road show under the flyover near Pothys.*

a number of teaching hours (to different groups) as well as some in-school preparation time so that the contact hours with the learners are always moments of rich and creative learning.

In India the urban planning approach has experienced that besides top-down approaches, bottom-up perspective in decision-making processes is occurring. Given this fact, it is no longer the question whether the public should be involved but rather with which methods a broader spectrum of citizens can cooperate in planning processes. So, the participatory methods should be evolved aligned with the new characteristics of the contemporary urban settings and utilize the potentials offered by mobile technologies to enhance the citizen participation processes in urban planning.

Urban redevelopment planning should focus on making areas in the cities and towns into better places. The plan should envision a more livable and equitable future for the places where people live, work, play, and connect. The plan should consider what people love about their communities so that the next generation can also enjoy these places. The planners should work to build communities that have minimal impact on the natural environment and provide affordable housing opportunities for all people.

Urban redevelopment planning requires multiple perspectives, including system dynamics and institutional economics approaches as well as traditional urban land use planning. This requires new participatory techniques, and simulation, computation, and games can provide increased opportunities for more diverse inputs and analysis. The planning processes should view the redevelopment area as a complex system with many interconnected parts and consider using computation as a means to enable participation and integration [24].

Community consultation should not be decorative; it should be democratic in its true sense. Community consultation is nowadays just used as a word of fantasy wherein the community has no role to play. This encourages dissatisfaction among the people especially the urban poor, and they lack a feeling of responsibility or ownership of the plan. To support the participatory process, the government must carry out extensive education reforms and empowerment programs in India's school curriculum. Training should be followed up in three levels: state, district, and local. A lot of problems and solutions are tied close to local activities, and the participation of locals becomes significant for its success. Local authorities form the governance closest to the people and play a key role in the promotion of sustainable development. The focus of public participation has thus changed from the implementation of decisions to the nature of decision-making itself [25].

Therefore, it is essential to develop a conceptual framework that allows to explore the formulation of priorities regarding strategic urban redevelopment planning in the context of both the operation of city governance and changes in the external environment. The framework needs to encompass global-local interaction. This involves a number of different stages of participation in urban redevelopment planning. An important dimension will be the interaction between different stakeholders at various stages and the collaborative as well as combined effects in the process of redevelopment planning processes.

Better planning with people makes better neighborhoods, cities and regions, and overall healthy families and communities. Also, participatory planning supports active people and democratic governance. One of the most important factors is to include people throughout planning and from the very beginning, be open enough to allow public debate to shape the plan. This approach allows people to contribute their ideas at the various stages of planning through participatory activities. Participatory planning requires planners to change the way to do urban

**323**

cities.

**Figure 9.**

**Acknowledgement**

complete the project with great success.

*Integrated Approach towards Participatory Development of Urban Neighborhood Spaces…*

redevelopment planning; it gives everyone the opportunity to become an agent of change in their living environment. At the outset, it will create better quality of life

The author extends his sincere thanks and gratitude to Anna University, Chennai, for providing the golden opportunity to work as a consultant to JLL India in the collaborative urban redevelopment planning for T. Nagar Project. The author expresses thanks and gratitude to the JLL India for appointing him as the Social Development Expert and to conduct the consultative meetings democratically and

In conclusion, the author wanted to stress upon the new methods of participatory planning taking the lesson from the practical experience. The participatory planning at the redevelopment planning follow a collaborative venture and (b) what is followed in the redevelopment of T. Nagar Experience as corporate sectorstate and local government-education institution-stakeholders (C-TC-C) model (**Figure 9**). This kind of collaboration is interconnecting the five pillars as called as five-pillar system (FPS). The FPS works while the planning education expert as the middle pillar connects with other four pillars to function technically and democratically to make development plans at various levels. Participatory planning is sharing ideas, resources, time, and suitable and sustainable development. Planning process at the urban redevelopment area should make a right choice of collaborative efforts to make livable houses and urban neighborhoods spaces in

and sustainable living in cities, towns, and neighborhood spaces.

*Five-pillar system (FPS) of participatory planning—urban redevelopment.*

*DOI: http://dx.doi.org/10.5772/intechopen.90832*

*Integrated Approach towards Participatory Development of Urban Neighborhood Spaces… DOI: http://dx.doi.org/10.5772/intechopen.90832*

**Figure 9.**

*Sustainability in Urban Planning and Design*

creative learning.

urban planning.

opportunities for all people.

to enable participation and integration [24].

a number of teaching hours (to different groups) as well as some in-school preparation time so that the contact hours with the learners are always moments of rich and

In India the urban planning approach has experienced that besides top-down approaches, bottom-up perspective in decision-making processes is occurring. Given this fact, it is no longer the question whether the public should be involved but rather with which methods a broader spectrum of citizens can cooperate in planning processes. So, the participatory methods should be evolved aligned with the new characteristics of the contemporary urban settings and utilize the potentials offered by mobile technologies to enhance the citizen participation processes in

Urban redevelopment planning should focus on making areas in the cities and towns into better places. The plan should envision a more livable and equitable future for the places where people live, work, play, and connect. The plan should consider what people love about their communities so that the next generation can also enjoy these places. The planners should work to build communities that have minimal impact on the natural environment and provide affordable housing

Urban redevelopment planning requires multiple perspectives, including system dynamics and institutional economics approaches as well as traditional urban land use planning. This requires new participatory techniques, and simulation, computation, and games can provide increased opportunities for more diverse inputs and analysis. The planning processes should view the redevelopment area as a complex system with many interconnected parts and consider using computation as a means

Community consultation should not be decorative; it should be democratic in its true sense. Community consultation is nowadays just used as a word of fantasy wherein the community has no role to play. This encourages dissatisfaction among the people especially the urban poor, and they lack a feeling of responsibility or ownership of the plan. To support the participatory process, the government must carry out extensive education reforms and empowerment programs in India's school curriculum. Training should be followed up in three levels: state, district, and local. A lot of problems and solutions are tied close to local activities, and the participation of locals becomes significant for its success. Local authorities form the governance closest to the people and play a key role in the promotion of sustainable development. The focus of public participation has thus changed from the imple-

mentation of decisions to the nature of decision-making itself [25].

the process of redevelopment planning processes.

Therefore, it is essential to develop a conceptual framework that allows to explore the formulation of priorities regarding strategic urban redevelopment planning in the context of both the operation of city governance and changes in the external environment. The framework needs to encompass global-local interaction. This involves a number of different stages of participation in urban redevelopment planning. An important dimension will be the interaction between different stakeholders at various stages and the collaborative as well as combined effects in

Better planning with people makes better neighborhoods, cities and regions, and overall healthy families and communities. Also, participatory planning supports active people and democratic governance. One of the most important factors is to include people throughout planning and from the very beginning, be open enough to allow public debate to shape the plan. This approach allows people to contribute their ideas at the various stages of planning through participatory activities. Participatory planning requires planners to change the way to do urban

**322**

*Five-pillar system (FPS) of participatory planning—urban redevelopment.*

redevelopment planning; it gives everyone the opportunity to become an agent of change in their living environment. At the outset, it will create better quality of life and sustainable living in cities, towns, and neighborhood spaces.

In conclusion, the author wanted to stress upon the new methods of participatory planning taking the lesson from the practical experience. The participatory planning at the redevelopment planning follow a collaborative venture and (b) what is followed in the redevelopment of T. Nagar Experience as corporate sectorstate and local government-education institution-stakeholders (C-TC-C) model (**Figure 9**). This kind of collaboration is interconnecting the five pillars as called as five-pillar system (FPS). The FPS works while the planning education expert as the middle pillar connects with other four pillars to function technically and democratically to make development plans at various levels. Participatory planning is sharing ideas, resources, time, and suitable and sustainable development. Planning process at the urban redevelopment area should make a right choice of collaborative efforts to make livable houses and urban neighborhoods spaces in cities.
