Compare and contrast the approaches of Buchanan and Monderman to ordering public spaces that include pedestrians and motor vehicles.

Student notes
The issue of the making of social order in public spaces is examined in
Chapters 7 and 8 of Making Social Lives. In particular, Chapter 7 considers
different views about how the relationship between pedestrians and motor
traf?c should be ordered. The focus here is on how the presence in public
space of people on foot and motor traf?c should be ordered: the Buchanan
Report segregated humans and cars while the Monderman thesis was based
on a contrasting approach that emphasised the idea of shared space.
These two approaches form the focus of the question. It might also be
helpful, however, to make links between these two approaches to ordering
public space and the academic views of Goffman and Foucault, who offer
two different ways of viewing social order. Goffman’s emphasis on the
importance of interaction between individuals, for example, might link to
Monderman’s approach to negotiating ‘shared space’, while Foucault’s
emphasis on the role of experts in producing order might help us to
understand the in?uence of both Buchanan and Monderman. The conclusion
to Chapter 7 will help in tracing the links between the approaches of
Buchanan and Monderman and the views of Goffman and Foucault, as will
Online Activity 22. Online Activity 23 and the audio programme on
‘Making and comparing arguments’ should be of particular help in thinking
generally about what is involved in comparing and contrasting
In the supporting text and commentary in Learning Companion 2, you will
also ?nd a lot of guidance on and examples of how to identify and then
compare and contrast arguments, explanations and theories. There is no
single right way of doing this, but we suggest that several key points need to
be borne in mind:
. Identify the two approaches to the making of social order in public
spaces you are going to compare and contrast and make sure you can
describe each of them accurately. Using the circuit of knowledge to think
about the questions, claims, concepts and evidence that each view
employs might be useful in this.
.
The task of comparing and contrasting involves identifying the key
points within each approach and then drawing out the similarities and
differences between them. In other words, this is a two-stage process.
You need ?rst to outline the key points within each approach (for
example, what questions does each approach ask? What claims does each
make? What concepts and evidence do they use? How did each approach
study social order?), and second you need to draw out the similarities
and differences between each approach. You therefore need to think
about how you are going to compare and contrast the two approaches
with which you are working. If you review the material in Learning
Companion 2, in the chapters of the ‘Ordered lives’ strand themselves
and in the related online activities, you will ?nd out about different ways
of comparing and contrasting. All involve looking for similarities and
differences, but there is no single right way of doing this. The circuit of
knowledge provides one framework, but the chapters and Learning
Companion 2 include examples of others.
Although the principal focus of this assignment is to compare and contrast
two approaches to the making of social order in public spaces, you need to
be able to support your comparison (the identi?cation of similarities and
differences between the two approaches) with relevant examples and
illustrations from the module materials. In this case, you might ?nd it helpful
to make links between the views of Buchanan and Monderman and the
theories of Goffman and Foucault.
Finally, good answers will also be clearly structured and written, and will
address the question in a direct and focused manner.word limit 1500
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