Collaborative and innovative participatory planning pedagogies: reflections from the Community Participation in Planning project

Abstract

L. (2021). Collaborative and innovative participatory planning pedagogies: reflections from the Community Participation in Planning project. In A. I. Frank, & A. da Rosa Pires (Eds.), Teaching Urban and Regional Planning: Innovative Pedagogies in . (Elgar Guides to Teaching). Edward Elgar Publishing.

Engaged Urban Pedagogy

“…Within built environment studies, Rafferty et al (2021) note three different approaches to embedding real-life practice in planning education: 'real world' as a case study to observe; 'real world' as a process to 'plug in' to and work, exposing students to complex socio-physical contexts; and 'real world' as a 'living laboratory' for immersion and experimentation: orientated towards community activation. Furthermore, Rafferty et al (2021) offer a pedagogy that moves beyond didactic teaching styles of describing participation to planning students and towards experimental ways of exposing students to the potential opportunities and complexities of real-world co-production in participatory planning through action learning. They outline stages of knowledge co-production as: co-understanding (using knowledge sharing); co-creating (by connecting knowledge); co-designing (from knowledge appropriation); and co-delivering (through knowledge application).…”

“…Within one cohort (2018/ 2019) the students fed their assessment findings into a larger community impact assessment, run by a community organisation Just Space, and shared reflections on HIAs to the local authority (the London Borough of Camden). The assessment had a clear contribution outside of the institution, resonating with an approach to community engaged learning that Rafferty et al (2021) would define as a real-world or 'living laboratory' for immersion and experimentation, orientated towards community activation.…”