TY - CHAP
T1 - Collaborative and innovative participatory planning pedagogies
T2 - reflections from the Community Participation in Planning project
AU - Rafferty, Gavan
AU - Concilio, Grazia
AU - Mota, José Carlos
AU - Nogueira, Fernando
AU - Puerari, Emma
AU - O' Kane, Louise
PY - 2021/2/16
Y1 - 2021/2/16
N2 - Designing pedagogical methods to teach community engagement and participation to spatial planning students at university remains challenging, particularly given the diverse range of stakeholders and perspectives that now exist in contemporary society. Framing the development of innovative pedagogies as one aspect of the broader ‘third mission’ of universities, i.e., enhancing civic engagement and social impact, the chapter draws together reflections from the Community Participation in Planning (CPiP) project on ways to co-design a pedagogy that nurtures cross-sectoral and transnational learning for co-learning inclusive participation practices in planning. The contribution explores how ‘learning in action’, through live real-world projects, can enrich student learning and move beyond didactic teaching styles to offer an innovative pedagogy that nurtures knowledge co-production. The conclusions offer insights on: a) the implementation challenges to teaching participation in planning courses, b) differences in interpretations of participation by comparing multiple cultural contexts, and c) how the spatial planning discipline can combine teaching and research with civic engagement/social impact.
AB - Designing pedagogical methods to teach community engagement and participation to spatial planning students at university remains challenging, particularly given the diverse range of stakeholders and perspectives that now exist in contemporary society. Framing the development of innovative pedagogies as one aspect of the broader ‘third mission’ of universities, i.e., enhancing civic engagement and social impact, the chapter draws together reflections from the Community Participation in Planning (CPiP) project on ways to co-design a pedagogy that nurtures cross-sectoral and transnational learning for co-learning inclusive participation practices in planning. The contribution explores how ‘learning in action’, through live real-world projects, can enrich student learning and move beyond didactic teaching styles to offer an innovative pedagogy that nurtures knowledge co-production. The conclusions offer insights on: a) the implementation challenges to teaching participation in planning courses, b) differences in interpretations of participation by comparing multiple cultural contexts, and c) how the spatial planning discipline can combine teaching and research with civic engagement/social impact.
UR - https://www.e-elgar.com/shop/gbp/teaching-urban-and-regional-planning-9781788973625.html
U2 - 10.4337/9781788973632.00019
DO - 10.4337/9781788973632.00019
M3 - Chapter
SN - 9781788973625
T3 - Elgar Guides to Teaching
SP - 125
EP - 140
BT - Teaching Urban and Regional Planning
A2 - Frank, Andrea I.
A2 - da Rosa Pires, Artur
PB - Edward Elgar Publishing
ER -