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Articles

Framing climate change: new directions in Dutch and Danish planning strategies

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Pages 233-247 | Received 23 Oct 2010, Accepted 22 Jan 2013, Published online: 21 Jun 2013
 

Abstract

Planning in contemporary societies takes place under conditions of complexity and uncertainty, which stresses the politicised character of planning. Through studies of change in particular framings of planning, induced by the integration of climate change policy issues in the strategic planning of Copenhagen (Denmark) and the Zuidplaspolder (the Netherlands), this paper analyses how climate policies push reframing the basic perceptions and spatial imaginaries of strategic planning, and how this affects planning as a politicised activity. The study shows that reframing socio-spatial imaginaries influences the spatiality of the city/the polder, including a spatial identity, advocates certain solutions, and further enables institutional actors to reframe climate issues strategically to benefit other planning objectives as well as weaving together environmental agendas with economic agendas. However, new framings are challenged by some citizens/actors. At an institutional level, framing of planning may hence serve to relocate tensions and engage citizens and stakeholders in hard transitions, thus revealing implications beyond the discursive.

Acknowledgements

The research was based on funding via the PEER network, Aarhus University, Alterra and the Knowledge for Climate Research Programme.

Notes

1. Data for the case studies were produced through qualitative policy document analysis and in-depth, face-to-face, semi-structured interviews. For a fuller account on the methodology and other elements of the case studies, please see Bommel and Kuindersma (Citation2008), CitationJensen and Pedersen (in press) and Mickwitz et al. (Citation2009).

2. The Schieland en de Krimpernerwaard regional water board and ConSept worked alongside Zuid-Holland provincial council on sub-studies while Wageningen, Delft and Amsterdam universities provided the academic input.

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