A new paper from Knowledge in Action for Urban Equality – KNOW investigators Julia Wesely and Adriana Allen, HIC President. Available here.
Urban planning as a networked field of governance can be an essential contributor for de-colonising planning education and shaping pathways to urban equality. Educating planners with the capabilities to address complex socio-economic, environmental and political processes that drive inequality requires critical engagement with multiple knowledges and urban praxes in their learning processes. However, previous research on cities of the global South has identified severe quantitative deficits, outdated pedagogies, and qualitative shortfalls in current planning education. Moreover, the political economy and pedagogic practices adopted in higher education programmes often reproduce Western-centric political imaginations of planning, which in turn reproduce urban inequality. Many educational institutions across the global South, for example, continue teaching colonial agendas and fail to recognise everyday planning practices in the way cities are built and managed.
