Localising and reimagining urban planning knowledge for effective Global South climate urbanism

This paper acknowledges the limitations of the current system of urban knowledge production concerning climate change and its applicability to the Global South. It explores whether climate urbanism pedagogy, emerging in higher education, takes effectively into consideration local contexts and how this translates into curricula innovation. Drawing on insights from 14 interviews with engaged scholars and practitioners, the paper argues that advancing effective Global South climate urbanism requires reorienting planning education towards the historical specificity of places and their climate justice issues while experimenting at the same time with new forms of knowledge co-production.