Reinventing Boston: the Changing American City

REINVENTING BOSTON: THE CHANGING AMERICAN CITY

United States in the World 24, Fall 2010 Tuesdays and Thursdays, 1:15 pm-2:30 pm, Harvard Hall 104 Weekly Sections: To Be Arranged

Christopher Winship David Luberoff Diker-Tishman Professor of Sociology Executive Director [email protected] Rappaport Institute for Greater Boston 620 William James Hall [email protected] 617-495-9821 Taubman 352, KSG, 617-495-1346 Office hours: By Appointment Office hours: By Appointment

Josh Wakeham Head Teaching Fellow [email protected] 618 William James Hall

In the 1970’s, Boston was marred by racial violence and its economy was rapidly collapsing. Boston, as was claimed at the time about many other American cities, was dying. Given this situation, how is it that Boston has come to reinvent itself and become one of America’s most successful and vibrant cities in the 21st century? Today, Boston, like many other cities, faces a variety of challenges brought on by the worldwide economic downturn. Can Boston maintain its success in coming years? And what, if anything, can Boston’s reinvention teach us about cities in general?

This course seeks to answer these interrelated questions via a unique combination of lectures by both scholars and civic leaders, a wide array of readings, student observations of Boston neighborhoods, and student research on the city’s neighborhoods, leaders, and institutions. Taken together, the lectures, readings, neighborhood visits, and research should give students not only a better understanding and “feel” for Boston but also a better understanding and appreciation for cities in general.

COURSE OVERVIEW This course seeks to help students understand how economic, social, and political factors have combined to produce what has become known as Boston’s Renaissance. The premise is that change has been driven from the bottom up through racial, ethnic, and socio-economic changes in the city’s neighborhoods and from the top down by both the demise of the region’s manufacturing economy and the rise of an innovative, knowledge-based economy in its stead. Moreover, the region’s existing and new institutions (and the leaders of those institutions) have played a major role in responding to and shaping these changes, sometimes with astonishing success and sometimes with spectacular failure. These successes and failures have produced a variety of images about Boston’s past, present, and future that shape (and perhaps distort) how current, new, and potential residents view the city and its future.

To understand these forces and how they relate to each other, the course is organized into five major sections. An introductory section introduces students to both the city and to key concepts needed to better understand its transformation. We will then turn towards some of the most significant changes and most pressing problems in the city’s neighborhoods in recent decades. Next we will examine the economic transformation of both the city and the region, with a focus on the city’s place in the global economy, and the challenges of maintaining or even expanding that role. We will then turn to the interplay of these “top-down” forces and “neighborhood” concerns in such areas as transportation, housing, the arts, environmental policy, and community development. We will conclude by examining key issues and opportunities facing Boston in the coming years and how some key leaders and institutions are trying to address those challenges.

In each major section, the course uses several different methods to help students better understand the city. In overview lectures mainly at the start of the course, the instructors and guest scholars will present basic analytical frameworks for assessing key changes. Most of the remaining classes will feature practitioners — community activists, business leaders, the heads of key institutions, and leading members of the local media — who can give first-hand accounts about how and why Boston has changed, and what they believe Boston’s future is.

The course also takes advantage of the fact that students can see and experience many of the changes being discussed in the classroom by requiring students visit many of the city’s diverse neighborhoods, write a paper comparing two neighborhoods and how they have changed or comparing two leaders and/or institutions and how they have affected change in Boston. The lectures and neighborhood visits will be complimented by readings drawn from important scholarly works about cities in general, popular and scholarly works about the city, and short articles on key issues, individuals, and issues being discussed in class and in sections. (As discussed below, sections are a key part of the course because they are the place where students will bring together all elements of the course.) Finally, there will be take-home mid-term exam and a take-home final exam, the latter being due at the end of reading period. For these exams, students will be asked to write one or more essays. Students will be given a choice from a limited set of questions to answer. In answering questions, students will need to synthesize material from across the course.

BACKGROUND By the 1970’s many academics and pundits had written America’s cities off. Urban decay was the phrase of coin. Not only had America gone through a process of massive suburbanization in the post- World War II period, but businesses also were fleeing the city, moving either out beyond suburban beltways, to the South, or out of the country entirely. The American city was becoming a doughnut, a vibrant suburban ring with a hollow and increasingly irrelevant urban core.

In the 1970’s, this bleak analysis appeared to apply to Boston as much as any city. The current president of the Boston Foundation, Paul Grogan, who will speak to the class, wrote:

“Boston participated fully and deeply in the postwar urban decline, with the usual markers: the wholesale exodus of people and then jobs to the suburbs, widespread blight and abandonment, runaway crime, racial conflict, failing schools, and so on the whole sorry catalogue of the unsolved problems of American life.”

As Ed Glaeser, a prominent economist here at Harvard, who will also speak to the class, has observed: in 1980 there “would have been every reason to believe that [Boston] would go the way of Detroit and Syracuse and continue along its sad path towards urban irrelevance.”

Not only was Boston economically bankrupt, it was the scene of massive social conflict. With the order by Judge W. Arthur Garrity in 1974 that its schools had to desegregate, Boston became the focus of national attention. Throughout the 1970”s Garrity’s ruling was massively protested. School buses carrying African-American children were stoned. The houses of blacks living in white neighborhoods were fire-bombed. Boston had the reputation of being the most racist city in America.

Of course the pundits and academics were wrong. In the past twenty-five years America’s cities have blossomed. The downtowns of New York, Chicago, and San Francisco have seen massive investment as developers have built massive new office and condo complexes. Real estate prices have soared. The concern in neighborhoods is now gentrification as opposed to abandonment.

The predictions of the 1970’s were furthest-off for Boston. In the 1980’s, greater Boston became one of the major centers of the high-tech boom. It developed a financial industry that is only dominated by Wall Street. Housing prices soared, increasing by factors of 10- to 20-fold. Multi-million dollar condos

2 are now being built downtown. Furthermore, Boston became increasingly diverse and race relations improved dramatically, as illustrated by the fact that in November 2006, Massachusetts elected Deval Patrick, its first African-American governor, the second African-American governor in the United States. Not only did Patrick take Boston in the general election, he also beat Tom Reilly, a popular Irish-American politician in the Democratic primary in Boston and virtually every other community in the state as well. The global economic downturn of the last year has not spared the city or the region and, as in other places, Boston’s leaders are seeking ways to both provide needed services and position the region for economic growth when the national and global economies begin to improve.

In short, Boston’s recent history is a story of fortunes made in the last several decades in high-tech, finance, venture capital, and commercial real estate. But it is also a story about grass-roots organizations and their success at rebuilding Boston’s inner-city neighborhoods (though much still needs to be done). In addition, it is a story about political transformation, the establishment of a new political order and how that new order will respond to Boston’s current economic and social problems.

COURSE REQUIREMENTS Below is a basic breakdown of the course requirements and the weight given to each requirement in determining your course grade:

Assignment Percentage Midterm Essay 10% 5 Neighborhood Memos 15% Long Research Paper 25% Take-Home Final Essay 25% Exam Section (and Lecture) 25% Participation

Midterm Essay Exam

During the week of October 19th, there will be a take home midterm essay exam. The exam will be based on the material covered in the readings and course lectures. You will be expected to write a 5- page response to one of several essay questions. The exam will be due in your section’s Dropbox on the course website by Monday October 25th at noon.

Neighborhood Memos

One of the on-going assignments for the course is that you must go out and visit various neighborhoods throughout Boston and provide a descriptive account of your experiences and observations. You will find in the Course Schedule that each week we will assign a particular neighborhood, usually because of its relationship with the topics and material covered in class. You must complete 5 neighborhood memos throughout the semester. In order to prevent procrastination, we are requiring that you complete at least 2 of your 5 visits by the week of Monday October 11th. You can visit these neighborhoods at your leisure, but you will be responsible for handing in a 3- page written memo for that neighborhood during the week (in your section’s Dropbox on the course website by noon that Monday) in which we will be discussing that neighborhood in class. Our expectation for these neighborhood memos is that you provide a thick, detailed, and interesting description and reflection of your visit in the neighborhood. We encourage you to take a small notebook and jot down any observations and notes from any conversations you might have with locals. We want you to attune your powers of observation to the people and places of Boston. Moreover, we want you to develop the ability to provide rich, objective descriptions of the various aspects of city life that you observe. We want you to “show” us in your writing, not just “tell” us.

These memos will be graded simply on a check minus/check/check plus basis. Check minus work is vague or general in detail, does more “telling” than showing, or shows little or no reflection on the experience; in other words, check minus work makes the reader question whether you actually went there or not. Check work provides detailed description of parts of your visit that really gives the reader a sense of the place you have been; a check memo does more “showing” than “telling”; and it shows thoughtful reflection on the experience, perhaps connecting it to other experiences or material in the course. Check plus will be reserved for truly exceptional writing—observationally rich and insightful accounts of some aspect of neighborhood life. Only those memos that either capture some slice of life outside of the usual purview or provide meaningful insight into what might seem like a mundane situation will receive a check plus.

Long Paper

You will be expected to write one 12-15 page paper, but you will have two major options. The first option is to do a research paper comparing 2 of Boston’s 16 neighborhoods (or myriad subneighborhoods). This paper will be based largely on your own observations of the neighborhoods, demographic data available, and 6 interviews of local residents (3 from each neighborhood). The second option is to do a research paper comparing 2 of Boston’s prominent institutions or individual leaders. This paper will be based on in-depth interviews with key leaders in those institutions or the leaders you have selected as well as historical research about the role those institutions/individuals have had in shaping the city of Boston. Your TFs will consider “outside the box” final papers and projects, but only after you meet with them to discuss your ideas.

More specific instructions and expectations will be given at a later point by your section’s Teaching Fellow. Doing the legwork in the neighborhoods or landing interviews with some of the city’s leaders will take some time, so we will want you to get started on the research earlier rather than later. You will be expected to hand in a proposal and sit down with your TF well in advance to discuss the feasibility and potential content of your paper. If you aren’t sure about a possible topic, we encourage you to look over the syllabus and look at what we will cover. Is there that stands out as interesting? Is there anything missing that you might want to explore on your own? If you are thinking about comparing 2 neighborhoods, visit them early and often during the semester. Take advantage of the many on-line resources to get a sense of the kind of place each neighborhood is and what might be an interesting point of contrast or comparison. The paper will be due in your section’s Dropbox on the Course Website on Monday, November 22nd at noon.

Final Exam

The Final Exam for this course will be a Take-Home exam. You will be asked to respond to two of four essay questions that cover the entire semester’s material—readings and lectures. We will send out the Exam at the beginning of Reading Period. The exam will be due Sunday, December 12th at noon in your section’s Dropbox on Course Website.

Section and Lecture Participation

The teaching staff considers sections to be the keystone of this course. Section is the place where students are expected not only to discuss and engage the material from the readings and the many lecturers, but also to bring in and reflect on their own experiences of the city of Boston. Therefore, active and informed participation in section is considered a major requirement of the course, constituting one-fourth of your grade. Frequent serious participation that reflects a familiarity and understanding of the reading, thoughtful consideration of the lecture presentations, and relevant reflection of your neighborhood experiences will be graded highly. Little or no participation, or attempts to dominate the section discussion will not reflect well on your grade. Given that we want to encourage participation from everyone, your section’s Teaching Fellow will provide formal feedback to you about your participation two times during the semester.

There will be eleven sections during the course of the semester. You will be allowed to miss one section, no questions asked. Any other absences from section will need to have a legitimate excuse (e.g. doctor’s note, note from your resident dean). If you have a legitimate excuse, you will be given the opportunity to make up the missed section with a written assignment.

In addition to section participation, the teaching staff will also consider your participation in any lecture discussions or question and answer sessions. With so many of our lectures coming from invited guest representing a variety of fields, professions, and experiences, we will generally try to leave some time for you to engage them in a dialogue. Active participation during these opportunities will be considered a bonus to your participation grade.

Notes on the Course Schedule and Expectations

All sections will be run between the Tuesday and Thursday lectures. Generally, the section will cover the material from the previous week’s Thursday class and that week’s Tuesday class, as well as the neighborhood visit for the previous week. E.G.:

Thursday Friday, Saturday, Monday Tuesday Wednesday Sunday

Lecture & Usual time for Reading and Lecture Section: Reading Neighborhood Visit Neighborhood Memos due & Discuss Tu, in Website Dropbox by Reading Th Content + Noon Neighborhood Visit

It should also be noted that the course reading is heavier at the beginning of the semester. We expect you to make it through one major book (Common Ground) in addition to the assigned topical and theoretical readings. We believe you will find Common Ground a compelling and easy read that will give you a very good sense of Boston’s recent history. We encourage you to get started on it right away. That being said, your section’s Teaching Fellow will also send out a short memo before section to alert you which readings will be the focus of the section discussion and to give you questions you might consider. The fact the reading is lighter in the second half of the semester is because we want you to be focusing on your own research papers. It is, therefore, important that you make the effort to do the assigned reading so the quality of section discussion does not waver toward the end of the semester.

Readings The following three books will be required and are also on reserve both at Lamont Library. We have ordered a small number at the Coop. The remaining readings can be found on-line. You should find a list of links to those readings the course website.

Bluestone, Barry and Mary Stevenson. 2000. The Boston Renaissance: Race, Space and Economic Change in an American Metropolis. New York: Russell Sage Foundation.

Lukas, J. Anthony. 1986. Common Ground: A Turbulent Decade in the Lives of Three American Families. New York: Vintage Book.

United States in the World 24: Reinventing Boston Sourcebook

5 COURSE SCHEDULE

(SUBJECT TO REVISION)

R= required readings available for purchase at the COOP S= readings which can be found in the course Sourcebook W= readings which will be posted on the course website

PART I: INTRODUCING BOSTON Sept. 2 (Thursday) Introduction: Iconic Boston Winship and Luberoff

Readings: Warner, “A Brief History of Boston,” Mapping Boston pp. 2-14 S Carroll, “Map of Good Hope,” Mapping Boston, pp. 230-235 S Lukas, Common Ground, Chapters 1-5, pp. 1-67 R

Readings of Interest: Milliard, “Choosing Our Religion: How One Little Postwar Doughnut Shop Became Synonymous with Boston’s Identity” in The Boston Phoenix W http://thephoenix.com/boston/life/34630-choosing-our-religion/

Sept. 7 (Tuesday) Boston 101 Luberoff

Readings: Lynch, Kevin, ''The City Image and its Elements,'' IMAGE OF THE CITY, pp. 46 - 90. S Grogan, Paul, “Introduction: The Comeback City” The Good City, pp. 1- 11 W http://books.google.com/books?id=ILQ- vYFIga8C&printsec=frontcover&cd=1&source=gbs_ViewAPI#v=onepa ge&q&f=false Lukas, Common Ground, Chapters 6-9, pp. 68-138 R

Recommended: Allison, A Short History of Boston, all (available on reserve at Lamont Library)

6 PART II: METHODOLOGICAL CONSIDERATIONS

Sept. 9 (Thursday) Interviewing and Studying Institutions1 Joshua Wakeham, Harvard University Department of Sociology

Reading: Dexter, Elite & Specialized Interviewing. pp. 23-80. S Lukas, Common Ground, Chapters 10-13, pp. 139-221 R

Sept. 14 (Tuesday) How to Study Neighborhoods Winship

Readings: Bluestone and Stevenson, Boston Renaissance, Chapter 5, pp. 109-143 R McRoberts, Streets of Glory, Chapters 3, pp. 44-60 and 7, pp. 122-136 S Lukas, Common Ground, Chapters 14-17, pp. 222-326 R Architecture Boston interview with Rob Sampson, online at: http://www.architects.org/documents/publications/ab/spring2009/Street_ Smarts_spring_09.pdf W

PART III: CHANGING BOSTON

Sept. 16 (Thursday) Boston’s New Religious Diversity Diana Eck, Professor of Comparative Religion and Indian Studies, and Director of the Pluralism Project, Harvard University

Readings: Select readings from the Pluralism Project Website W Bernstein “Menino’s Mosque” in The Boston Phoenix W http://thephoenix.com/boston/news/72356-meninos-mosque/ Lukas, Common Ground, Chapters 18-20, pp. 327-404 R

Sept. 21 (Tuesday) Boston’s Triple Revolution Barry Bluestone Dean, School of Public Policy & Urban Affairs and Founding Director, Dukakis Center for Urban & Regional Policy, Northeastern University

Readings: Bluestone & Stevenson, Boston Renaissance, Ch 1-2, Chapter 6-7, pp. 1- 50, 144-198 R Lukas, Common Ground, Chapters 21-24, pp. 405-508 R

1 We realize this is Rosh Hashonah. For those who cannot make this class due to religious observance, we will hold an optional make-up class if there is sufficient interest.

PART IV: BOSTON’S TROUBLED RACIAL HISTORY AND ITS CONSEQUENCES

Sept. 23 (Thursday) Busing/Eyes on the Prize View portrayal of busing in the Eyes on the Prize documentary, followed by reflections and comments by: Robert Lewis, Vice President of Program at The Boston Foundation

Readings: Lukas, Common Ground, Ch. 25-Epilogue, pp. 509-654 R Unpublished essay by Ellen McDonough on her extended family’s reactions to busing W

Sept. 28 (Tuesday) Youth Violence and the Boston Miracle The Reverend Jeffrey Brown, Co-founder, Boston Ten-Point Coalition

Readings: Jacobs, Jane ''The Uses of Sidewalks: Safety,'' pp. 29-54 THE DEATH AND LIFE OF GREAT AMERICAN CITIES S “The Rev Jeffrey Brown,” Harvard Business School Case. S

Sept. 30 (Thursday) Policing a Diverse City Ed Davis, Boston Police Commissioner

Readings: J.Q. Wilson “Broken Windows” in The Atlantic W http://www.theatlantic.com/magazine/archive/1982/03/broken- windows/4465/ Braga and Winship, “Partnership, Accountability, & Innovation:” in Police Innovation, pp. 171-187. W http://www.wjh.harvard.edu/soc/faculty/winship/clarify.pdf Braga et al. “Losing Faith,” Ohio State Journal of Criminal Law 6 No. 1 (Fall 2008). pp. 141-172. W http://www.heinonline.org.ezp- prod1.hul.harvard.edu/HOL/Page?page=141&handle=hein.journals/osjcl 6&collection=journals

Oct. 5 (Tuesday) Education Reform Michael Contompasis Former Superintendent & Chief Operating Officer, Boston Public Schools

Readings: Aspen & Annenberg Institutes, “Strong Foundation, Evolving Challenges,” in Decade of Urban School Reform, pp. 1-20 S Payzant, “The Boston Story,” in Decade of Urban School Reform, pp. 243- 269 S

8 Oct. 7 (Thursday) Charter Schools Mike Goldstein, Founder, Match Charter School

Readings: Merseth, et al. “The MATCH Charter Public High School: Culture, Consistency, and Coherence,” in Inside Urban Charter Schools: Promising Practices and Strategies in Five High-Performing Schools, pp. 89-110. S Joshua Angrist, Thomas Kane et al., Informing the Debate: Comparing Boston’s Charter, Pilot and Traditional Schools, Boston: The Boston Foundation, 2009, pp. 6-9 (Caveat and Introduction). W http://www.tbf.org/uploadedFiles/tbforg/Utility_Navigation/Multimedi a_Library/Reports/InformingTheDebate_Final.pdf

Oct. 12 (Tuesday) StreetSafe and the Education Agenda Paul Grogan, President and CEO, The Boston Foundation

Readings: Select readings from the Boston Foundation W Harding, David. Chapter 2, Living the Drama: Community, Conflict, and Culture Among Inner-City Boys, pp. 27-67. S Rich, John A. Chapters 3 and 11, Wrong Place, Wrong Time: Trauma and Violence in the Lives of Young Black Men, pp. 39-67 and 151-169. S

Oct. 14 (Thursday) Pulling It Together Winship and Luberoff

Readings: TBA

PART V: BOSTON, INNOVATION CITY

Oct. 19 (Tuesday) Elites and Political Power Luberoff

Readings: Altshuler and Luberoff, MegaProjects, Chapter 3, pp. 49-75 S

Oct. 21 (Thursday) Boston’s History of Economic Reinvention Edward Glaeser, Glimp Professor of Economics and Director, Rappaport Institute for Greater Boston, Harvard University

Readings: Porter (City Reader) R Glaeser. “Reinventing Boston: 1630-2003.” Journal of Economic Geography 5(2): 119-153. W http://joeg.oxfordjournals.org.ezp- prod1.hul.harvard.edu/content/5/2/119.full.pdf+html Bluestone & Stevenson, The Boston Renaissance, pp. 51-80 R

9 Oct. 26 (Tuesday) Where is Boston’s Innovation Economy Today and Where is it Going? Scott Kirsner

Readings: Kirsner, “Innovation City” from The Good City S Executive Summaries of the following three Mass Insight/McKinsey reports all online at: http://www.massinsight.com/gm2015_sectorstudies.asp W o Financial Services: “Securing Massachusetts” Leadership Position in Financial Services”, 2007 o Life Sciences: “Forging Connections to Lead in a Changing World”, 2008 o IT/Communications/Defense: “Sustaining and Enhancing a Leadership Position for Massachusetts in IT, Communications and Defense,” 2008 Lee Fleming & Koen Frenken, “The Evolution Of Inventor Networks in the Silicon Valley and Boston Regions,” Advances in Complex Systems, Vol. 10:, No. 1 (2007) 53-71 W http://web.ebscohost.com.ezp- prod1.hul.harvard.edu/ehost/pdfviewer/pdfviewer?vid=2&hid=6&sid=b2 00036e-8113-4e2f-9079-58928f0f87d6%40sessionmgr12

Oct. 28 (Thursday) Rebuilding Boston Fred Salvucci, former Massachusetts Secretary of Transportation, now Senior Lecturer, Center for Transportation and Logistics, MIT

Readings: Altshuler and Luberoff, MegaProjects, Chapter 2, pp. 8-44 and, Chapter 4, pp. 76-122 S Arnstein, Sherry, “A Ladder of Citizen Participation” JOURNAL OF THE AMERICAN PLANNING ASSOCIATION, (Vol. 53, No. 3) W http://www.informaworld.com.ezp- prod1.hul.harvard.edu/smpp/content~content=a787379321~db=all Davidoff, Paul ''Advocacy and Pluralism in Planning,'' JOURNAL OF THE AMERICAN PLANNING ASSOCIATION, (Vol. 31, No. 4): 331 - 338. W http://www.informaworld.com.ezp- prod1.hul.harvard.edu/smpp/content~content=a787388840~db=all

10 PART VI: GETTING THINGS DONE IN BOSTON

Nov. 2 (Tuesday) Getting Things Done in Boston (…or not) Larry DiCara, Former Boston City Councilor and candidate for mayor in 1983

Readings: Stage, et al, Who Rules Boston? pp. 6-8, 27-34 S Luberoff, “Civic Leadership and the Big Dig” W http://www.hks.harvard.edu/rappaport/downloads/bigdig/abc_final _version.pdf Keough, “Athens of America”’ Today?” Commonwealth 2006, pp. 112- 119. W http://www.commonwealthmagazine.org/Voices/Conversation/2006/Spri ng/Historian-Thomas-OConnor-on-making-Boston-the-Athens-of- America.aspx Keough, “Corporate Citizens,” Commonwealth, 2005, pp. 79-91. W http://www.commonwealthmagazine.org/Voices/Forums/Corporate- Citizens.aspx Sullivan “Deval on Defense” in Commonwealth Magazine, Summer 2010 W http://www.commonwealthmagazine.org/News-and- Features/Features/2010/Summer/Deval-on-the-defense.aspx

Nov. 4 (Thursday) Building in Boston Tom O’Brien,

Readings: TBA

Nov. 9 (Tuesday) The Greening of Boston Stephanie Pollack, Associate Director, Dukakis Center for Urban & Regional Policy, Northeastern University and former senior attorney, Conservation Law Foundation

Readings: Eric Jay Dolin, Political Waters: The Long, Dirty, Contentious, Incredibly Expensive but Eventually Triumphant History of Boston Harbor, (Boston: U of Mass Press, 2004), pp. 99-145 S David Luberoff, “You are Here, Why? What conventioneers (and Bostonians) need to know about the South Boston waterfront,” Architecture Boston, May/June 2008, pp 46-49 online at: http://www.architects.org/documents/publications/ab/mayjun2008/You AreHere_May08.pdf W City of Boston, “Climate Action Plan,” Summary, 2008, online at: http://www.cityofboston.gov/environmentalandenergy/pdfs/Boston_Cli mate_Change_SummaryReport.pdf W

Nov. 11 (Thursday) VETERAN’S DAY—No Class

Nov. 16 (Tuesday) The Art of Political Jujitsu: Elites and Neighborhood Revitalization Bill Walczak, Executive Director, Codman Square Health Center

Readings: Alex Von Hoffman, House by House, Block by Block, The Rebirth of America’s Cities, Chapter 3, Boston and the Power of Collaboration, pp. 77-110 W http://www.netlibrary.com.ezp-prod1.hul.harvard.edu/Reader/ Walczak, “What Does a Healthy City Look Like?” (2004 Rappaport Institute Public Service Lecture) W http://www.hks.harvard.edu/rappaport/downloads/publicservicelectures/h ealthy_city.pdf Forester, John ''Planning in the Face of Conflict,'' JOURNAL OF THE AMERICAN PLANNING ASSOCIATION, (Vol. 53, No. 3): 303 - 314. W http://www.informaworld.com.ezp- prod1.hul.harvard.edu/smpp/content~content=a787394856~db=all

Nov. 18 (Thursday) Boston’s Art Scene TBA

Readings: Florida, Richard, The Rise of the Creative Class, pp. 67-82. W http://books.google.com/books?id=4AcGvt3oX6IC&printsec=frontcover &cd=1&source=gbs_ViewAPI#v=onepage&q&f=false Edward Glaeser, “Review of Richard Florida’s The Rise of the Creative Class,” Regional Science and Urban Economics 35 (2005) 593–596 W http://www.sciencedirect.com.ezp- prod1.hul.harvard.edu/science?_ob=MImg&_imagekey=B6V89- 4FNNC97-1- 1&_cdi=5865&_user=209690&_pii=S0166046205000086&_orig=searc h&_coverDate=09/30/2005&_sk=999649994&view=c&wchp=dGLzVtz -zSkWA&md5=08e8ae3f30c4687c0a2e0b0f1e0935ab&ie=/sdarticle.pdf

Nov. 23 (Tuesday) Housing and Community Development: Lessons from Urban Edge Chrystal Kornegay, CEO, Urban Edge

Readings: Mario Luis Small, “Can Social Capital Last?”, Rappaport Institute Policy Brief, 2004. W http://www.hks.harvard.edu/rappaport/downloads/policybriefs/villa_vict oria.pdf Nicholas Lemann. “The Myth of Community Development,” New York Times Magazine, January 9, 1994. W

12 http://proquest.umi.com.ezp- prod1.hul.harvard.edu/pqdweb?index=0&did=116493242&SrchMode=1 &sid=1&Fmt=10&VInst=PROD&VType=PQD&RQT=309&VName=H NP&TS=1276715549&clientId=11201 Laura Tach, “More than Bricks and Mortar: Neighborhood Frames, Social Processes, and the Mixed-Income Redevelopment of a Public Housing Project,” May 2009, forthcoming in City and Community W http://www3.interscience.wiley.com.ezp-prod1.hul.harvard.edu/cgi- bin/fulltext/122576975/PDFSTART Recommended: Keough, “Home Sweet Home,” Commonwealth, 2006, 19-21 W http://www.commonwealthmagazine.org/Departments/Civic- Sense/2006/Growth-and-Development/Is-the-home-we-long-for-within- our-reach-or-beyond-it.aspx Jonas, “House Rules,” Commonwealth, 2006, pp. 38-50 W http://www.commonwealthmagazine.org/Article-Import- Latest/Other/House-Rules.aspx

Nov. 26 (Thursday) NO CLASS—THANKSGIVING

PART VII: LOOKING AHEAD

Dec. 1 (Tuesday) Non Profits and the Social Safety Net Tiziana Dearing, CEO of Boston Rising and Former President of Catholic Charities for the Archdiocese of Boston

Readings: Dearing “Our Common Bond” in The Boston Pilot W http://www.thebostonpilot.com/articleprint.asp?id=11336 DeParle and Gebeloff “Food Stamp Use Soars, Stigma Fades” in The New York Times W http://www.nytimes.com/2009/11/29/us/29foodstamps.html?_r=2 William Julius Wilson, ''From Institutional to Jobless Ghettos,'' WHEN WORK DISAPPEARS: THE WORLD OF THE NEW POOR, pp. 3 - 24. S

Dec. 3 (Thursday) Governing Boston Today Boston Mayor Thomas Menino (invited)

Readings: Menino, “Inaugural Address,” January 2010 W http://www.cityofboston.gov/Images_Documents/2010%20Thomas%20 M%20%20Menino%20Inaugural.pdf Bluestone & Stevenson, The Boston Renaissance, Chapter 11, pp. 374- 391 R Alison Lobron and Bruce Mohl, “Menino’s Long Ride,” Commonwealth Magazine, summer 2009, online at: http://www.massinc.org/index.php?id=743&pub_id=2472&bypass=1 (may require registration) W