All posts by hillcaldwell

Takeaway: The Capital of Capital

  • Angotti, T. (2008) “The Real Estate Capital of the World” from New York for Sale: Community Planning Confronts Global Real Estate, p. 37-79.

Our last reading/discussion was about the burning of the Bronx, which was part of a larger wave of abandonment of low-income neighborhoods of color in NYC during the years following the Civil Rights Movement and surrounding the 1975 fiscal crisis.  Since that time things have clearly changed.  The same neighborhoods that were burned and abandoned in the 1970s are now being targeted for reinvestment, and the communities who have held their ground all these years are being threatened by displacement.  In the chapter we read for today, Tom Angotti explains the nature of these changes through a brief history of urban planning in the context of NYC Real Estate development.  In short, he explains why the real estate industry is so powerful in NYC and how the “growth machine” works.  Overall, the outlook is pretty grim, as many of you noted in your reading responses.  The real estate industry, as a central aspect of our urban and global economy, is characterized by greed (Mohamed), deception (Minhal), institutional racism (Fanny, Brianna, Sam, Erica), and the exploitation of labor (Wilian), for the primary benefit of the wealthy (Edwin) and at the expense of everyone else, not to mention democracy.  Several of you drew connections between this reading and your group projects.  Patrick’s response is particularly illuminating:

Reading this article, I noticed many parallels between the real estate industry and the BQX, the proposed streetcar that is to connect Brooklyn and Queens. First off is the idea that real estate can bring money into neighborhoods. Developers felt that the building of large retail and grocery chains in poorer neighborhoods would provide the residents of said neighborhoods with jobs. These jobs, though, were often low paying and had high turnover rates. One of the advertised benefits of the BQX is that it provides a means for people in underserved neighborhoods to reach jobs that they wouldn’t be able to reach easily otherwise. What is not brought up, though, is that many of the available jobs in these neighborhoods around the proposed BQX route are specialized jobs, mostly in the tech industry. In both cases, money isn’t really being brought in; rather, opportunities are being opened for a select few….Another large parallel is seen when looking at what the Real Estate Board of New York and the BQX hope to bring to the Brooklyn Waterfront. REBNY hopes to rezone industrial sites for manufacturing from the waterfront so that residential and commercial buildings can be developed. The BQX is supposed to provide transportation for many of the residents living in the public housing units along the waterfront while also raising property values along its route. Both can be seen as the beginnings of gentrification along the waterfront, which may only serve to benefit wealthy residents or investors in the area…The final, and what I believe to be the most important parallel, is private funding and intervention in projects that are supposed to benefit the public…To compare this to the BQX, one only has to look at who is currently going to front much of the streetcar’s bill. Private investors who are the driving force behind the organizing and financing of the BQX have other business ventures in neighborhoods along the BQX route that can greatly benefit from a reliable transportation source. To me, this seems like a huge conflict of interest.  

Importantly, Angotti also illustrates how the power and CONTRADICTIONS of the city’s Real Estate market have (paradoxically) created cause and opportunities for community-driven change, as seen in the work of South Bronx Unite, Transportation Alternatives, Minkwon, and ACT UP.  They are organizing and mobilizing around these issues and often develop their strategies by doing historical and situational analyses similar to what Angotti proposes.  Along these lines, Angotti suggests exploring the following questions, which you should keep in mind as you continue planning your projects: 

  1. When/how should community organizers and planners oppose vs. ally with FIRE (finance, insurance, real estate) sector?
  2. How can contradictions within FIRE become strategic assets?
  3. How can we understand the current terrain of struggle as both local (concrete, particular, etc.) and global (abstract, general, huge!)?

Key Terms and Main Ideas from this chapter:

  1. (NYC’s) Growth Machine: a block of economic and institutional interests that favor new construction and public works, led by the Real Estate Board of New York (REBNY) and the NYC Partnership, a group of corporate executives mostly from the financial sector founded by David Rockefeller.  According to Angotti it works like this:“Real Estate drives the growth machine [with the Real Estate Board of New York (REBNY) at the wheel], government oils and repairs it, the building trades make the parts, and global and local capital deliver the fuel. The machine works to create growth and sustain growth (i.e. through rising property values and keeping taxes low)…Growth is always presumed to be good, even in a Manhattan that is already densely packed with buildings and has little breathing room” (p. 39).  The whole thing depends on rising property values and the myth that growth is always good because it brings money to neighborhoods and always possible.  When in fact, it often extracts more than it invests (i.e. low paying/short-term jobs, lost jobs, gentrification, etc.) and space is quite limited.  This gives rise to.. Contradiction #1: Constant growth undermines quality of life which then suppresses growth.
  2. The 3 Rules of Real Estate: Dislocation, Dislocation, Dislocation: Location is important for land values but also implies dislocation of those who can’t afford the rising costs, aka gentrification: a product of the normal operation of the real estate market as it pushes out poor people and people of color and brings in people who can pay higher rents.  According to Angotti, “The more New York’s economy follows the dictates of real estate, the more it experiences the agonies of dislocation.  With the landing of the first Europeans in America, a perpetual cycle of displacement, settlement, and displacement began. This is a country of chronically displaced people- indigenous Indians, English pilgrims, African slaves, European immigrants, and now immigrants from every country in the world” (p. 43).
  3. Flexible Accumulation: nimble, adaptive, expansive process of capital accumulation that overcomes local constraints and regulations by taking advantage of mobile capital and labor (i.e. African slaves, northern investments in the south, etc.)  As such, another paradox emerged in re. to de-industrialization, globalization, etc.: NYC became “more like tornado than a mushroom, a whirlwind of explosive activity” (p. 41).  Yet at the same time, this chaos relies on central, concrete places, which reinforces the importance of cities like NYC (Contradiction #2), which suggest the 3 rules of Real Estate (see above) are likely to stay in effect. 
  4. Chasing Disasters (as a strategy for capital accumulation)- namely, the Great Depression, Post WWII federal urban renewal program, and vast neighborhood abandonment of the 60s and 70s (also post 9/11 redevelopment and securitization)
  5. Landscape of Inequality- NYC is one of the most segregated and unequal places in the world, thanks to Real Estate which divides the city in many ways: by concentrating wealth in elite enclaves (i.e Upper East Side); by perpetuating the myths that high end development will trickle down and create homes for lower income people, that the market’s invisible hand (supply and demand) will sort it out, and that rent regulations zoning restrictions etc. restrict the development of much needed housing; and through Institutional Racism in the form of:
    • Racial Steering: when real estate agents “turn people of color away from white neighborhoods, and white home seekers steer themselves away from historically integrated and black neighborhoods.”
    • Blockbusting: when “Realtors exploit racial stereotypes and spread the word that people of color are moving in, which will lead property values to go down. White homeowners sell at below-market rates and realtors turn around and sell to people of color at above-market rates.”
    • And as Jose pointed out: “Segregation and discrimination in housing are also consequences that have taken a strong foothold.”
  6. The Post-Industrial City: global trends of de-industrialization and flexible production accelerated during the decades post WWII and local real estate helped move manufacturing out (p. 50)- i.e. by pushing for the rezoning of industrial areas to residential/commercial, which would be more profitable to the real estate industry
  7. Globalizing Cultures and the Branding of New York:  “As capital’s system of industrial production becomes increasingly globalized, NYC, always a major center of culture and consumption, is now producing culture for export.  All services, art, music, culture, and ideas-indeed, everything both tangible and ethereal- are commodified and transformed into investment capital that can be traded in financial markets” (p. 51)
  8. REITS: Global Finance Unites with Local Real Estate: “REITs represent the global takeover of local real estate by publicly traded investment firms- a globally oriented finance capital” (p. 52).
  9. Low-Income Housing for Profit: “One of the more perverse contradictions in today’s real estate market is the use of public subsidies for low-income housing to back real estate speculation” (p. 53).  In short, profits from low-income housing provide a steady stream of cash for mega developers like Related (p. 54).
  10. The Diverse Ways of Globalized Real Estate: Companies like Related have figured out how to navigate NYC’s global/local dynamics better than Wal-Mart- the result is more or less the same (displacement).
  11. NY Real Estate’s Global Roots: i.e. Peter Stuyvesant, first political leader of the city, was director of the Dutch West India Co.
  12. The Global/New York Empire: “publicly financed fixed infrastructure helped to mobilize capital and in the long run was a boon to the most mobile of capital” (p. 61).
  13. Land Use Planning and Zoning for Real Estate Development: It started early!  With the 1811 Grid and 1916 Zoning Resolution. Later came the 1961 Zoning Resolution and the 1969 Master Plan, and led to Zoning Instead of Planning, what the “neoliberal” city does today.
  14. Urban Reforms Against the Working Class (and people of color) in “Central Cities”: Early 20th century- Post WWII, Robert Moses, “urban renewal,” etc. vs. the mass investment in suburban sprawl for (white) middle and upper classes.
  15. Corporate Vision of the Region: The Regional Plan Association: founded in 1920 and produced 3 plans for the metro region: 1929, 1968, 1996, which for the most part supported the status quo.
  16. The Permanent Fiscal Crisis and Deregulation: mass disinvestment/national conservative shift, “planned shrinkage” that started in 1975 and led to Capital and Communities on the Move/the Abandonment of Neighborhoods (in the 1970s), but has never really stopped.

As it happens, many of these themes appeared in a NY Times article the same day as our discussion: De Blasio’s New York Feels Effects of Recovery to Relief of Business Leaders (March 7, 2016).

Project Brief Guidelines

Project Briefs are due on Wednesday March 9th.  Please use the following outline as a guide when drafting your project brief (beginning during class on March 2nd). The brief will serve as a proposal and working outline for your project, which means that it may need to be adapted as you go along, especially with input from your community contact and me.  Note: As your work on your project briefs it might be helpful to check out the projects that students did last year.  

  1. Project Title:
  2. Project Goals: This project aims to…
  3. Project Design/Strategy: Our group will achieve these goals by…
    1. Historical research on key policies and planning practices (including what we cover in class), with a focus on….
    2. Direct engagement with community contacts, which for us will involve…
  4. Key Activities: Our specific activities will include…
  5. Proposed project deliverables: We anticipate that our project design and key activities will allow us to produce…
    1. A white paper that…
    2. A public engagement/popular education product that…
  6. Work plan/Time Line/Responsibilities of each team member:
    1. Our group’s work plan and timeline…
    2. Our group’s division of labor…

Preparing for tomorrow’s class

Before class tomorrow please do the following to prepare:

1. Read this (very brief!) Introduction to Participatory Action Research (and feel free to explore any of the hyperlinks and references that seem interesting or relevant to your projects!)

2. Make sure that your group has posted a COMPLETE response to the prompt: “What’s the Problem?” drawing on the course readings and those that pertain to your specific projects.   (Reviewing the Takeaway from each class could be helpful here).

3.  If you haven’t already done so, please be in touch with your community contact to get their input on your project focus and to arrange a first meeting.

Thanks and see you soon!

 

 

Takeaway: A Plague on Your Houses

  • Wallace, R. and Wallace, D. (1998) “Benign Neglect and Planned Shrinkage” and “A Plague on Houses” from A Plague on Houses: How New York was burned down and national public health crumbled, p. 21-77.

Today we talked about what happened in NYC after 1968 (what Angotti called a “pinnacle year of revolt and reform”) as the federal government and capital abandoned cities in favor of suburban sprawl, and poor communities of color (in the Bronx, Harlem, Lower East Side, etc.) were displaced yet again or left to stick it, carry on…

and even to play through…

The Bronx Is Burning

It was a Decade of Fire, resulting from the deliberate (“benign”) neglect and actions (“planned shrinkage”) of government officials towards poor communities of color.  It as based on “pseudo-science” from the Rand Institute and its implications were far reaching (i.e. the authors demonstrate links to the AIDS crisis and Tuberculosis).

In class we talked about how hard it is to believe that this happened, and that so many people were complicit.  But we also discussed the lack of justice that has come to these communities and the similarities between this situation and more recent policy trends (i.e. broken windows policing).  Let this be a lesson for us at the very least.

 

 

What’s the Problem?

It’s time to take stock of what we know, how we know it, and what we need to find out.  During class on Wednesday, please work in your groups to do the following:

    1. Translate your Topic into a Research Problem (Follow these Guidelines for focusing your group projects).  Cite your sources!
    2. Summarize your research problem and how it has developed (historical background)- in terms of key concepts from class readings.  Cite your sources!
    3. Summarize the power relations/politics surrounding your research problem and making it difficult to address (political context)- in terms of key concepts from class readings. Cite your sources!
    4. Explain how you know what you know. What kind of knowledge are you working with?
      • Community Knowledge—cultural practices and wisdom passed down for generations.
      • Knowledge from Experience—what we learn and know from living and doing it.
      • Academic Knowledge—published facts and data produced by research “professionals” usually from outside the community.
    5. Indicate the knowledge and kind of knowledge your group needs to move forward.  What are your next steps?

Someone from each group should your group’s response on your project page.  Others in the group can add and edit at any point, and anyone in the class can comment.  As you learn more, I encourage to you continue developing and refining your descriptions of the problem (in the same post!).

Takeaway: The Roots of Community Planning

  • Angotti, T. (2008) “From Dislocation to Resistance: The Roots of Community Planning” from New York for Sale: Community Planning Confronts Global Real Estate, p. 81-109.

On Monday we traced the roots of contemporary community planning to various modes of community struggles over urban land and development throughout NYC’s history.  Angotti’s analysis is helpful in highlighting the community resistance that has always been present, and in showing us how the nature/character of that resistance has changed over time, and been shaped by its historical context.

First we reviewed Precursors of Community Planning in NYC identified by Angotti, including:

  1. Slave rebellions (17-1800s)
  2. Late 19th century populism/Henry George’s campaigns for mayor (1886 and 1897)
  3. The rise of labor, left, and tenant movements (1904- city’s first rent strike on the LES, 1920s fight for rent control, and the development of housing cooperatives)
  4. The organizing for jobs and housing during the Great Depression (fights against eviction, rent strikes, victory gardens).

1919 - Rent strike(Harlem Rent Strike, 1919)  Angotti said that rent strikes were less successful when they targeted single landlords then when they also focused on building a political movement.

Then we turned to what Angotti calls “the most important foundation for today’s community movements”: Urban Renewal, Negro Removal, and the Struggles Against Displacement (late 1940s-early 1970s). These struggles connect with last week’s reading on Robert Moses (who engineered much of the “renewal”/removal on behalf of the federal government) and Jane Jacobs (who criticized and resisted him, along with many others).  This week’s reading emphasized the racist underpinnings of “slum clearance” in “blighted areas” and how this became one of the most politicized periods of NYC history.

As Angotti points out, 1968 was a pinnacle year for Revolt and Reform-
across the country, city, and community planning efforts, only to be followed by a period of Decentralization and White Backlash, which was particularly evident in struggles over community control of public schools.

For instance, in February 1969, black and Puerto Rican students demanded that CUNY’s student body match that of the city’s high schools.  They shut down campuses across the city, forcing the CUNY administration to adopt an “open admissions” policy, which expanded the student body significantly and tripled its share of people of color (in just one year!)

Soon however, as Angotti explains, “the demise of the Keynesian and Fordist models of economic development in the 1970s gave rise to the city’s fiscal crisis in the 1970s and a wave of neighborhood abandoment.  As the private real estate market collapsed in many working-class neighborhoods, it created a vacuum that community organizers and activists filled with new alternatives.  This laid the foundation for community control over land and greater community influence over land-use controls.” (p. 97) through Squatting, Homesteading, the Rise of Community Land.  It also involved a proliferation of Community Development Corporations becoming housing developers and landlords, and fighting for Flexible Zoning and Preservation (p. 105).

What to make of all of this?  Angotti closes by saying: “The history of labor and communities in NYC is one of people’s progressively greater involvement in efforts to stop displacement and gain effective control over land, even as capital dominates and gains increasing control over all spheres of social and cultural life” (p. 108).

Guidelines for focusing your group projects

Please review the following guidelines to help you specify the focus your group projects…

First, specify your Research Topic (before class on Monday if possible!):

  • Your group’s topic should relate to a practical problem (i.e. poverty, discrimination, the undermining of democracy/citizenship) that must be addressed, as well as your project prompt and the “shaping the future of NYC.”
  • It should be stated specifically enough to allow you to master a reasonable amount of information on it in the time you have (in our case, one semester) and should have more than 4-5 words and at least 1 action verb. 

Next, translate your topic into a Research Problem, which is defined by what you/we do not know or understand about a practical problem.  Finding an answer to the research problem should help solve the practical problem.  (You’ll have time to discuss this in class on Monday):

Research Problems have a 2 parts:

    1. Situation/condition
    2. Undesirable/harmful consequences caused by that condition; costs you/your readers don’t want to pay

Generally speaking, research problems can have one or both of the following, and your problems should have both:

    1. Practical Significance: concerned with what should be done, in practice, about a given situation, to prevent or avoid its undesirable consequences/costs.
    2. Conceptual Significance: concerned with what we need to understand about a given situation, to prevent or avoid the consequences of not understanding, and to help us see the problem and the “shaping of the future of NYC” in a new way.

Tips for finding a good research problem:

    1. Get input from local experts (i.e. those with lived experience and activists working on the issue)
    2. Look for problems as you read for class and on your topics- look for contradictions, inconsistencies, incomplete explanations.
    3. Try to carve out a conceptual question that would help to address the practical problem.  What do we need to understand differently or better?
    4. Don’t just point to the problem- articulate what is at stake, why and for whom it matters.
    5. Declare your own position/preliminary claims/claims that you’d like to make on your topic, and work backwards to see what kind of problem these relate to.

 

Takeaway: “The Patron Saint” and the Git’r Done Man”

• Jacobs, J. (1961). “Introduction,” from The Death and Life of Great American Cities, p. 5-34.
• Larson, S. (2013). “Jacobs vs. Moses” and “The Patron Saint” and the Git’r Done Man,” from Building like Moses with Jacobs in Mind: Contemporary Planning in New York City, p. 15-31.

Image result for jane jacobs

On Wednesday we discussed 2 of the most legendary shapers of NYC: Jane Jacobs and Robert Moses. (For a quick recap of their relationship and influence on the city, check out this video: Robert Moses Meets His Match).  We began by situating Jacobs and Moses on the timeline that we sketched in the last class.  Moses, aka “Bob the Bulldozer,” was THE City Planner from 1934-1968.  Jacobs was an Activist and Community Planner who gave Moses hell from the late 50s until 1968 (when she was arrested for disrupting a public hearing on the expressway he wanted to run through Greenwich Village).

Next we outlined the key characteristics of their views on/approaches to shaping the city.  Moses embraced “Rational-Comprehensive Planning” which sought to modernize and improve urban living conditions, and was the orthodox approach to urban planning in the U.S. from the early 1900s until the 1970s.  This approach is rooted in Enlightenment ideology, specifically the belief that humans can determine the shape of their environment through scientific knowledge and practice, and address social problems (i.e. urban poverty, overcrowding, poor transportation, unemployment) with physical fixes (i.e. major public works and construction jobs).  It was fueled especially by federal legislation and funding that followed the Great Depression (The New Deal) and WWII.  On the other hand, as Minhal pointed out, Jacobs was arguing that “we need to know how the city works before we tackle the problem” and that the knowledge we need comes from everyday life on the stoop, sidewalk, and corner store.  Jacobs observed what she considered good neighborhoods in Boston and Lower Manhattan, and based on her observations she proposed 4 key principles for urban planning: varied building ages, short blocks, density of population, and mixed land use.  She criticized and fought against Moses, his orthodox approach, and many of his projects, and as Larson states (p. 15): “When Jane Jacobs died on April 25, 2006, she was widely viewed as the patron saint of urban dynamism, an irascible but venerable champion of street-level vitality and neighborhood diversity whose views “changed the way we think about livable cities” (citing Dreir 2006, p. 277).

Finally, we drew on Larson to consider different ways of thinking about the similarities (both super fetishized the built environment- Minhal) and differences (macro vs. micro- Tony, project vs. process- Minhal) between Moses and Jacobs; and how the 2 approaches are distinct but are not necessarily/should not be in conflict (Libby, Nick, Jeffrey, Amir, Erica, Adrian). Yet, Larson argues that “Planning like Moses with Jacobs in Mind” a la Bloomberg may take some of the best from both worlds, but serves primarily to keep the “city as growth machine” alive, and inequality extreme, which we will consider further throughout the semester. 

For more on the lingering and contested legacies of Moses, Jacobs, and their approaches to planning,  check out the following recent articles:

 

UPDATED Assignment for Monday!

Dear Class,

I have revised the syllabus a bit more to better relate to and support your group projects, and posted the updated syllabus on our site.

For Monday, please read/respond only to the following text:

Also, please work with your groups to read up on your focus issues (use links I shared on your group pages as a start), and use your group project pages on the website to discuss how you might focus your inquiries.  Someone from each group should create a new blog post (and make sure to select the correct category!) and the discussion can take place in the comments section.  You will have time in class on Monday to discuss in person, but I’d like for you to  get the conversation going ahead of time.

Thanks and see you next week!

Hillary

Discussion Takeaways

Image result for takeaway

Please take note!  After each class I will make a “Takeaway” post on the “Discussion and Reflection” page of our website. These posts will recap our discussion, the main points I want to get across, and highlights from your reading responses.  I will also post links to related news and other media, and I invite you to do the same (in your reading responses and/or the comments section of the Takeaways).  Takeaways from Feb. 8 and 10 have been posted.  Enjoy!