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South African cities have focused on sustainability as a policy and strategic objective. Nonetheless, realising the transformative potential of fostering sustainable transition pathways is challenging. Our entry point for understanding this impasse is that the ability of cities to transform lies in the opaque spaces between policy rhetoric and implementation. We unpack these policy disjunctures in two ways. Firstly, we posit that the potential of the City to ensure that policy based on progressive and transformative principles is implemented in ways that foster the intended action is tied up with its ability to perform as a learning institution. The transformative role of learning is in turn dependent on accessing the situated tacit knowledge that informs decision-making and action. Secondly, we propose that researching the capacity of the City to learn requires alternative spaces for research and deliberation. To illustrate these arguments, we draw on a knowledge co-production urban experiment in Cape Town to improve the efficacy and analysis of both policy development and implementation. Tacit knowledge surfaced practices that are found to hamper learning within the City. Engaging with identified barriers to learning and change provides alternate entry points for identifying feasible points of leverage to address sustainability disjunctures.

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Individuals with disabilities have a long history of exclusion from both education and recreation settings. Until the 1970s, parents caring for their child with a disability was a private, isolated activity and an extreme hardship. Today, children with disabilities are usually included in general education classrooms with their typically developing peers. For inclusive education to be successful, the IEP team must focus on the collaborative aspects and possible community-wide solutions for the child's best interests by looking outside the classroom to examine the array of community supports that interconnect with the child's education and long-term transition outcomes over multiple seasons, including summer months. This chapter provides background on inclusive recreation services, including suggestions for how a multidisciplinary IEP team can incorporate existing recreation services and community programs as extended supports within a child's IEP or transition plan, using Bronfenbrenner's ecological systems framework.