The Routledge Handbook of International Planning Education

2021 ◽  
Vol 57 (2) ◽  
pp. 125-128
Author(s):  
Klaus R. Kunzmann
2018 ◽  
Vol 40 (1) ◽  
pp. 10-15 ◽  
Author(s):  
Gabriella Y. Carolini

This commentary calls for the deeper institutionalization of urban experiences in the global South into PAB-accredited planning programs in North America. While international “development” planning has been effectively questioned by the rise of the BRICS, transnational planning practice, and recent research emphasizing a relational accounting of international urban development, I urge that development studies—and critiques therein—remain an important backdrop to international planning education for one key reason. Knowledge of development’s trajectory as an idea and as a problematized practice in the global South facilitates a critical resistance to the (re-)technocratization of global planning education and practice. Three approaches to incorporating voices and experiences from the global South into North American planning curricula are suggested: harnessing case studies, practitioner networks, and examples of thought-leaders from the global South to enrich the diversity of references on which our students can call.


2016 ◽  
Vol 1 (1) ◽  
pp. 127-132
Author(s):  
Mi Soon Ko ◽  
◽  
Myung Suk Koh ◽  

2021 ◽  
pp. 0739456X2110019
Author(s):  
Adam Millard-Ball ◽  
Garima Desai ◽  
Jessica Fahrney

We investigate diversity in urban planning education by analyzing the gender and race/ethnicity of authors who are assigned on reading lists for urban sustainability courses. Using a sample of 772 readings from thirty-two syllabi, we find that assigned authors are even less diverse than planning faculty. Female authors account for 28 percent of assigned readings on the syllabi, and authors of color for 20 percent. Wide variation between courses suggests that a paucity of potential readings is not the main constraint. We urge instructors to revisit or “decolonize” their course syllabi and think critically about whose voices students are taught to hear.


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