Rethinking planning education for urban equality: Higher education as a site for change
By: Sami, Neha et al
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Material type: 
BookPublisher: Environment and Urbanization Description: 34(2), Oct, 2022: p.413-429.Subject(s): Africa, Asia, Global South, Higher education, Planning education, Urban equality, Urban planning
In:
Environment and UrbanizationSummary: This paper describes the challenges facing urban planning higher education institutions in the global South that engage with knowledge production, education and training and the ways they are tackling urban equality concerns. Drawing on interviews with urban pedagogues and practitioners, and examining institutional histories across Asia and Africa, we use a five-point framework to analyse these challenges: what to teach, how to teach, whom to teach, who teaches and where to teach. We find that different institutional arrangements and choices made by educators affect the answers to these questions in different ways. These questions are also closely connected to the questions of planning “for what”, and planning education “to what end”, and relate to concerns regarding values and processes and to outcomes for urban equality in the South. Considering these cases together offers an opportunity to contribute to a Southern dialogue on the evolution of planning education. – Reproduced
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Articles
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Indian Institute of Public Administration | 34(2), Oct, 2022: p.413-429 | Available | AR128166 |
This paper describes the challenges facing urban planning higher education institutions in the global South that engage with knowledge production, education and training and the ways they are tackling urban equality concerns. Drawing on interviews with urban pedagogues and practitioners, and examining institutional histories across Asia and Africa, we use a five-point framework to analyse these challenges: what to teach, how to teach, whom to teach, who teaches and where to teach. We find that different institutional arrangements and choices made by educators affect the answers to these questions in different ways. These questions are also closely connected to the questions of planning “for what”, and planning education “to what end”, and relate to concerns regarding values and processes and to outcomes for urban equality in the South. Considering these cases together offers an opportunity to contribute to a Southern dialogue on the evolution of planning education. – Reproduced
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