eprintid: 10082964
rev_number: 56
eprint_status: archive
userid: 608
dir: disk0/10/08/29/64
datestamp: 2019-10-10 11:05:31
lastmod: 2021-12-20 23:35:26
status_changed: 2020-03-10 17:23:38
type: article
metadata_visibility: show
creators_name: Wesely, J
creators_name: Allen, A
title: De-Colonising Planning Education? Exploring the Geographies of Urban Planning Education Networks
ispublished: pub
divisions: UCL
divisions: B04
divisions: C04
divisions: F32
note: This work is licensed under a Creative Commons Attribution 4.0 International License. The images
or other third party material in this article are included in the article’s Creative Commons license,
unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license,
users will need to obtain permission from the license holder to reproduce the material. To view a copy of this
license, visit http://creativecommons.org/licenses/by/4.0/
abstract: 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 However, previous research on cities of the global South has identified severe quantitative deficits, outdated pedagogies, and qualitative shortfalls in current planning education.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. This article contributes to a better understanding of the relation between planning education and urban inequalities by critically exploring the distribution of regional and global higher education networks and their role in de-colonising planning. The analysis is based on a literature review, quantitative and qualitative data from planning and planning education networks, as well as interviews with key players within them. The article scrutinises the geography of these networks to bring to the fore issues of language, colonial legacies and the dominance of capital cities, which, among others, currently work against more plural epistemologies and praxes. Based on a better understanding of the networked field of urban planning in higher education and ongoing efforts to open up new political imaginations and methodologies, the article suggests emerging room for manoeuvre to foster planner’s capabilities to shape urban equality at scale.
date: 2019-12-27
date_type: published
official_url: https://doi.org/10.17645/up.v4i4.2200
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1701429
doi: 10.17645/up.v4i4.2200
lyricists_name: Allen, Adriana
lyricists_name: Wesely, Julia
lyricists_id: AEALL54
lyricists_id: JWESE68
actors_name: Wesely, Julia
actors_id: JWESE68
actors_role: owner
full_text_status: public
publication: Urban Planning
volume: 4
number: 4
pagerange: 139-151
citation:        Wesely, J;    Allen, A;      (2019)    De-Colonising Planning Education? Exploring the Geographies of Urban Planning Education Networks.                   Urban Planning , 4  (4)   pp. 139-151.    10.17645/up.v4i4.2200 <https://doi.org/10.17645/up.v4i4.2200>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10082964/1/Allen_UP%204%284%29%20-%20De-Colonising%20Planning%20Education_%20Exploring%20the%20Geographies%20of%20Urban%20Planning%20Education%20Networks.pdf