This paper explores the multidimensional aspects of inequality that shape urban areas and imagines an alternative future for one such space in Johannesburg, South Africa. It builds on literature from urban studies and planning theory to explore planning practices that politicize inequality, valorize difference and promote the shared management of collective resources. Then, drawing on a decade of qualitative research, the paper imagines how cooperative urbanism could be applied in the factious context of Johannesburg, describing the potential for developing the former mining belt of the Witwatersrand as a series of multi-scalar interventions, networking sites of cooperative action to incrementally address the entrenched inequality of the region. Thus, the paper brings together interdisciplinary conversations on theory with empirical research, discussing concrete ways to continue shifting urban planning and development towards increased environmental and social justice.
How do ordinary citizens, activists and urban practitioners learn to become agents of change for a socially just habitat? The paper explores this question through the experiences of eight grassroots schools of popular urbanism working under the umbrella of the Habitat International Coalition (HIC) in Latin America. Building on a process of self-documentation and collective pedagogic reflection driven by the protagonists of these schools, the analysis explores the core pedagogic practices identified across the schools to enact popular urbanism as a collective and intentional praxis: to weave, sentipensar, mobilize, reverberate and emancipate. We argue that, put in motion, these pedagogic practices transgress the rules and boundaries of the formal classroom, taking participants to and through other sites and modes of learning that host significant potential to stimulate collectivizing and alternative ways of seeking change towards urban equality.
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