Pub Date : 2022-09-03DOI: 10.1080/02697459.2022.2119512
C. Colomb, N. Gallent
ABSTRACT The impacts of the COVID-19 pandemic on working, travel and residential location patterns have attracted much commentary from scholars and practitioners interested in the future of cities and regions. Focusing on Europe, we discuss how pandemic-fuelled remote working and tourism practices have increased the demand for short-term rentals and second homes in rural/coastal areas as well as a number of desirable cities. The pandemic has accelerated pre-existing counter-urbanisation trends, with implications for housing availability and affordability in various parts of Europe. The policy challenges of regulating the use of privately-owned housing are discussed, followed by proposals for future research avenues.
{"title":"Post-COVID-19 mobilities and the housing crisis in European urban and rural destinations. Policy challenges and research agenda","authors":"C. Colomb, N. Gallent","doi":"10.1080/02697459.2022.2119512","DOIUrl":"https://doi.org/10.1080/02697459.2022.2119512","url":null,"abstract":"ABSTRACT The impacts of the COVID-19 pandemic on working, travel and residential location patterns have attracted much commentary from scholars and practitioners interested in the future of cities and regions. Focusing on Europe, we discuss how pandemic-fuelled remote working and tourism practices have increased the demand for short-term rentals and second homes in rural/coastal areas as well as a number of desirable cities. The pandemic has accelerated pre-existing counter-urbanisation trends, with implications for housing availability and affordability in various parts of Europe. The policy challenges of regulating the use of privately-owned housing are discussed, followed by proposals for future research avenues.","PeriodicalId":54201,"journal":{"name":"Planning Practice and Research","volume":"37 1","pages":"624 - 641"},"PeriodicalIF":1.6,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49141699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1080/02697459.2022.2085352
A. Elshater, Hisham Abusaada
ABSTRACT This article discusses the crucial role of blogs in reporting topical materials yet to be adequately discussed in scholarly journals. A scoping study examined 31 samples from 4 types of blogging sources cited in 10 publications published in 7 journals in 2020. We identified four categories of blogs that include 39 community organisations, academics, practitioners, and community members who are readers of these blogs. We discuss the areas in which these blogs have affected public discourse over COVID-19. We also show that the blogs are based on novel concepts that have not yet been subject to the peer review process.
{"title":"Exploring the Types of Blogs Cited in Urban Planning Research","authors":"A. Elshater, Hisham Abusaada","doi":"10.1080/02697459.2022.2085352","DOIUrl":"https://doi.org/10.1080/02697459.2022.2085352","url":null,"abstract":"ABSTRACT This article discusses the crucial role of blogs in reporting topical materials yet to be adequately discussed in scholarly journals. A scoping study examined 31 samples from 4 types of blogging sources cited in 10 publications published in 7 journals in 2020. We identified four categories of blogs that include 39 community organisations, academics, practitioners, and community members who are readers of these blogs. We discuss the areas in which these blogs have affected public discourse over COVID-19. We also show that the blogs are based on novel concepts that have not yet been subject to the peer review process.","PeriodicalId":54201,"journal":{"name":"Planning Practice and Research","volume":"38 1","pages":"62 - 80"},"PeriodicalIF":1.6,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42232717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-13DOI: 10.1080/02697459.2022.2074113
Hsiutzu Betty Chang, Wei-Ju Huang
Spatial planning, as a profession and a discipline, has been historically rooted in its problembased approach to improving the welfare of society. The problem-based approach is underpinned not only by planning theories that focus on planning procedures and institutional designs, but also a variety of substantive theories and analytical methods (Faludi, 1973). The latter varies depending on the place, time, and case. Furthermore, planning issues are often cross-disciplinary, and planning concepts evolve constantly. The nature of the planning profession thus poses a tough challenge for planning educators in preparing future planners to help achieve social, ecological, and economic sustainability with sufficient knowledge, skills, and strong self-learning ability. To bridge education and practice, engaging students in real problems and projects has been broadly recognized as a critical part of the curriculum design of a planning school. But this recognition also raises a pedagogical question: To what extent and through which theories and methods can planning educators lead their students to interact with real problems and achieve successful learning? ‘Grounded planning’, the title of the theme issue, expresses a wish to bring new ways of thinking with a focus on preparing future planners to tackle a variety of site-specific and cross-disciplinary challenges through grounded learning in planning education. The term ‘grounded’ is borrowed from grounded theory, one of the best-known qualitative research methods first described by Glaser and Strauss (1967) half a century ago. Grounded theory was designed to create theories that were empirically derived from real-world situations (Oktay, 2012). Grounded theory methods are iterative, reflexive, and inductive; they seek to represent concrete situations and produce abstract theories of real-world complexity (Hammersley, 1992; Bailey et al., 1999). More importantly, grounded theory’s purpose is to build theories with data from the social world, such that the theories are ‘grounded’ in people’s everyday experiences and actions. People’s actions, including those of planners, are influenced by broader historical, geographical, and structural contexts, which makes grounded theory a useful tool for incorporating both human agency and social structures (Knigge & Cope, 2006). Grounded planning, therefore, is a co-construction of theory and practice between academics and practitioners to remedy the perceived gap. It uses theory to develop new models of practice and integrates the insights from practice to improve theory. A core value of grounded theory is the collaboration that bridges the researchers and the practitioners (Oktay, 2012). Therefore, the term ‘grounded’ carries multiple connotations in planning education; it is situated in connecting theory and practice, understanding the real world and specific local contexts, and more importantly, envisioning a collaborative venture between academics and practitione
{"title":"Toward Grounded Planning: Possibilities for Bridging Theory and Practice through Grounded Learning","authors":"Hsiutzu Betty Chang, Wei-Ju Huang","doi":"10.1080/02697459.2022.2074113","DOIUrl":"https://doi.org/10.1080/02697459.2022.2074113","url":null,"abstract":"Spatial planning, as a profession and a discipline, has been historically rooted in its problembased approach to improving the welfare of society. The problem-based approach is underpinned not only by planning theories that focus on planning procedures and institutional designs, but also a variety of substantive theories and analytical methods (Faludi, 1973). The latter varies depending on the place, time, and case. Furthermore, planning issues are often cross-disciplinary, and planning concepts evolve constantly. The nature of the planning profession thus poses a tough challenge for planning educators in preparing future planners to help achieve social, ecological, and economic sustainability with sufficient knowledge, skills, and strong self-learning ability. To bridge education and practice, engaging students in real problems and projects has been broadly recognized as a critical part of the curriculum design of a planning school. But this recognition also raises a pedagogical question: To what extent and through which theories and methods can planning educators lead their students to interact with real problems and achieve successful learning? ‘Grounded planning’, the title of the theme issue, expresses a wish to bring new ways of thinking with a focus on preparing future planners to tackle a variety of site-specific and cross-disciplinary challenges through grounded learning in planning education. The term ‘grounded’ is borrowed from grounded theory, one of the best-known qualitative research methods first described by Glaser and Strauss (1967) half a century ago. Grounded theory was designed to create theories that were empirically derived from real-world situations (Oktay, 2012). Grounded theory methods are iterative, reflexive, and inductive; they seek to represent concrete situations and produce abstract theories of real-world complexity (Hammersley, 1992; Bailey et al., 1999). More importantly, grounded theory’s purpose is to build theories with data from the social world, such that the theories are ‘grounded’ in people’s everyday experiences and actions. People’s actions, including those of planners, are influenced by broader historical, geographical, and structural contexts, which makes grounded theory a useful tool for incorporating both human agency and social structures (Knigge & Cope, 2006). Grounded planning, therefore, is a co-construction of theory and practice between academics and practitioners to remedy the perceived gap. It uses theory to develop new models of practice and integrates the insights from practice to improve theory. A core value of grounded theory is the collaboration that bridges the researchers and the practitioners (Oktay, 2012). Therefore, the term ‘grounded’ carries multiple connotations in planning education; it is situated in connecting theory and practice, understanding the real world and specific local contexts, and more importantly, envisioning a collaborative venture between academics and practitione","PeriodicalId":54201,"journal":{"name":"Planning Practice and Research","volume":"37 1","pages":"407 - 411"},"PeriodicalIF":1.6,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45859169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-08DOI: 10.1080/02697459.2022.2079804
Hsinko Cinco Yu, Tsai-Hung Lin, M. Dąbrowski
ABSTRACT Taiwan’s social housing has concentrated on the physical provision of housing and pays little attention to questions of social inclusion in neighbourhoods. However, placemaking practices in other countries have triggered a flurry of experimentation in social housing in Taipei. We evaluate the performance of placemaking efforts aimed at enhancing tenant participation in social housing management. The rapid and selective transfer of social housing policy approaches from the West has led to problems in implementation and management. However, we found that community placemaking involving planners as facilitators fostering partnerships significantly enhances tenant participation in the provision and management of social housing.
{"title":"Beyond Conditionality: Community Placemaking in Taiwanese Social Housing Management","authors":"Hsinko Cinco Yu, Tsai-Hung Lin, M. Dąbrowski","doi":"10.1080/02697459.2022.2079804","DOIUrl":"https://doi.org/10.1080/02697459.2022.2079804","url":null,"abstract":"ABSTRACT Taiwan’s social housing has concentrated on the physical provision of housing and pays little attention to questions of social inclusion in neighbourhoods. However, placemaking practices in other countries have triggered a flurry of experimentation in social housing in Taipei. We evaluate the performance of placemaking efforts aimed at enhancing tenant participation in social housing management. The rapid and selective transfer of social housing policy approaches from the West has led to problems in implementation and management. However, we found that community placemaking involving planners as facilitators fostering partnerships significantly enhances tenant participation in the provision and management of social housing.","PeriodicalId":54201,"journal":{"name":"Planning Practice and Research","volume":"38 1","pages":"43 - 61"},"PeriodicalIF":1.6,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41419773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.1080/02697459.2022.2080920
Remi Wacogne, Enrico Fontanari
ABSTRACT Within the Italian context for urban heritage management, this paper aims to discuss conservation and regeneration as a (potentially) combined practice, through the case of the ‘garden city’ of Marghera. Planned in the Venice mainland in the early XXth century, the district underwent a significant planning experiment in the 1990s, but was listed only recently. After examining the reasoning, features and outcomes of such processes, we assess how citizens’ sense of place was taken into consideration, and how it was affected by them.
{"title":"Beyond Historic Urban Cores: Conservation and Regeneration Practices in the Garden City Area of Marghera (Venice, Italy)","authors":"Remi Wacogne, Enrico Fontanari","doi":"10.1080/02697459.2022.2080920","DOIUrl":"https://doi.org/10.1080/02697459.2022.2080920","url":null,"abstract":"ABSTRACT Within the Italian context for urban heritage management, this paper aims to discuss conservation and regeneration as a (potentially) combined practice, through the case of the ‘garden city’ of Marghera. Planned in the Venice mainland in the early XXth century, the district underwent a significant planning experiment in the 1990s, but was listed only recently. After examining the reasoning, features and outcomes of such processes, we assess how citizens’ sense of place was taken into consideration, and how it was affected by them.","PeriodicalId":54201,"journal":{"name":"Planning Practice and Research","volume":"38 1","pages":"391 - 408"},"PeriodicalIF":1.6,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46800978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-24DOI: 10.1080/02697459.2022.2080326
Georgia Gemenetzi
ABSTRACT The paper examines the restructuring of local-level spatial planning in Greece during and after the crisis period. It analyses the reform paths that were developed and assesses the directions of change concerning the scope of planning, the actors and the practices. The paper concludes that the orientation has turned towards special-purpose planning, the privatisation of planning powers, and the transfer of planning power to the central state. However, despite these shifts, the domestic local-level planning maintains its long trends, such as clientelism and conformative approach, making the trajectory of planning unpredictable.
{"title":"Restructuring local-level spatial planning in Greece amid the recession and recovery period: trends and challenges","authors":"Georgia Gemenetzi","doi":"10.1080/02697459.2022.2080326","DOIUrl":"https://doi.org/10.1080/02697459.2022.2080326","url":null,"abstract":"ABSTRACT The paper examines the restructuring of local-level spatial planning in Greece during and after the crisis period. It analyses the reform paths that were developed and assesses the directions of change concerning the scope of planning, the actors and the practices. The paper concludes that the orientation has turned towards special-purpose planning, the privatisation of planning powers, and the transfer of planning power to the central state. However, despite these shifts, the domestic local-level planning maintains its long trends, such as clientelism and conformative approach, making the trajectory of planning unpredictable.","PeriodicalId":54201,"journal":{"name":"Planning Practice and Research","volume":"38 1","pages":"564 - 580"},"PeriodicalIF":1.6,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46253052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.1080/02697459.2022.2077895
Jongwoong Kim
ABSTRACT This article examines, reflects on, and discusses remote planning studio pedagogy through reflection on the author’s instruction in two remote planning studios during the COVID-19 period and through assessment of student learning outcomes in these studios. Using a document review and staged critical reflection, the article discusses the difficulties and opportunities that many planning educators would face if they were to deliver the course curriculum remotely, as well as the implications for improving remote studio design and instruction in light of the ongoing COVID-19 pandemic.
{"title":"A Reflective Account of Instructing Remote Planning Studios in the Era of COVID-19","authors":"Jongwoong Kim","doi":"10.1080/02697459.2022.2077895","DOIUrl":"https://doi.org/10.1080/02697459.2022.2077895","url":null,"abstract":"ABSTRACT This article examines, reflects on, and discusses remote planning studio pedagogy through reflection on the author’s instruction in two remote planning studios during the COVID-19 period and through assessment of student learning outcomes in these studios. Using a document review and staged critical reflection, the article discusses the difficulties and opportunities that many planning educators would face if they were to deliver the course curriculum remotely, as well as the implications for improving remote studio design and instruction in light of the ongoing COVID-19 pandemic.","PeriodicalId":54201,"journal":{"name":"Planning Practice and Research","volume":"411 27","pages":"145 - 157"},"PeriodicalIF":1.6,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41286747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-16DOI: 10.1080/02697459.2022.2074114
W. van der Knaap
The four papers in this special issue illustrate that spatial planning as a profession and as an academic discipline is historically rooted in its problem-based approach to improving the wellbeing and welfare of society. This interdisciplinary nature of the planning profession should also be reflected through a significant role in the higher educational programme, in which civic engagement and social responsibility of the university is emphasized. A fundamental educational task is to understand how to advance planning education towards contemporary challenges and our common future. Each paper describes a specific competence aspect valuable for planning education with well thought-through and documented approaches in a living-lab experimental environment. Humer (2020) discusses the curriculum and learning trajectories within a masters’ seminar and he also triggers with considerations for designing future courses. He refers to Bateson’s (1972) learning theory of five levels, which offer hooks to span transdisciplinarity over several years in aplanning curriculum. Chang and Huang (2022) provides many insights in combining collaborative planning styles and pedagogy. It describes a professional learning path via stakeholder workshops and how pedagogic aspects can be built in a course using three critical planning skills and applying four levels of Kolbs’ learning cycling to prepare planning students. One of the discussion points brought forward is time. Repeating the Kolb cycle in different classes (levels) could be very beneficial for the learning trajectory. This of course requires good guidance and administration per student and per course (including learning objectives). Van Karnenbeek et al. (2020) especially highlight the students’ learning trajectory during a co-creation path using a learning triangle. The paper shows a fine overview on how to interpret the co-creative planning pedagogies related to the educational setting for planning, but this should actually not be restricted to one ‘living lab’ experience. Their reciprocal dimension supports the idea for embedding over several courses and levels. And various aspects could also be linked to a diversity of cases, not only actors. Connections of competence development are highlighted by Chen et al. (2022), with a focus on learning in a realworld environment to develop students’ competence of boundary crossing. Four important aspects are identified and were applied already over two courses. These could be functional for more courses and over more study years.
{"title":"Embedding Transdisciplinarity in a Spatial Planning Curriculum","authors":"W. van der Knaap","doi":"10.1080/02697459.2022.2074114","DOIUrl":"https://doi.org/10.1080/02697459.2022.2074114","url":null,"abstract":"The four papers in this special issue illustrate that spatial planning as a profession and as an academic discipline is historically rooted in its problem-based approach to improving the wellbeing and welfare of society. This interdisciplinary nature of the planning profession should also be reflected through a significant role in the higher educational programme, in which civic engagement and social responsibility of the university is emphasized. A fundamental educational task is to understand how to advance planning education towards contemporary challenges and our common future. Each paper describes a specific competence aspect valuable for planning education with well thought-through and documented approaches in a living-lab experimental environment. Humer (2020) discusses the curriculum and learning trajectories within a masters’ seminar and he also triggers with considerations for designing future courses. He refers to Bateson’s (1972) learning theory of five levels, which offer hooks to span transdisciplinarity over several years in aplanning curriculum. Chang and Huang (2022) provides many insights in combining collaborative planning styles and pedagogy. It describes a professional learning path via stakeholder workshops and how pedagogic aspects can be built in a course using three critical planning skills and applying four levels of Kolbs’ learning cycling to prepare planning students. One of the discussion points brought forward is time. Repeating the Kolb cycle in different classes (levels) could be very beneficial for the learning trajectory. This of course requires good guidance and administration per student and per course (including learning objectives). Van Karnenbeek et al. (2020) especially highlight the students’ learning trajectory during a co-creation path using a learning triangle. The paper shows a fine overview on how to interpret the co-creative planning pedagogies related to the educational setting for planning, but this should actually not be restricted to one ‘living lab’ experience. Their reciprocal dimension supports the idea for embedding over several courses and levels. And various aspects could also be linked to a diversity of cases, not only actors. Connections of competence development are highlighted by Chen et al. (2022), with a focus on learning in a realworld environment to develop students’ competence of boundary crossing. Four important aspects are identified and were applied already over two courses. These could be functional for more courses and over more study years.","PeriodicalId":54201,"journal":{"name":"Planning Practice and Research","volume":"37 1","pages":"489 - 496"},"PeriodicalIF":1.6,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45250829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.1080/02697459.2022.2076795
A. Frank
Changes in pedagogies and curricular content are a common occurrence in planning education to both, ensure students are adequately prepared for practice while infusing also new knowledge into the field. There is a long-established tradition of scrutinizing curricula and training pathways via professional associations’ accreditation, practitioners and scholars. Over the last four decades, there has been, for example, considerable debate about how to narrow the gap between (abstract) planning concepts and theories taught in planning programs and the reality of planning practice. Dalton (1986) expressed concern whether educators can overcome expert-centered rational planning conceptions within an educational system that rewards research and rigorous scientific enquiry of a technorational nature, while Baum (1997) mused about the suitability of planning academics as teachers. Similarly, scholars in Africa (e.g. Odendaal, 2012) and Asia have called for reforms of planning curricula to bring planning education in line with professional competencies needed to deal with local issues such as rapid urbanization or informality, or to integrate indigenous knowledges and perspectives in planning. This special issue of Planning Practice and Research is testament that planning education and pedagogy continues to evolve worldwide. The contributions which feature progressive pedagogical practices in planning education from different corners of the world, namely Taiwan, Austria and The Netherlands make for an inspiring read as traditional pedagogies are increasingly being replaced by new modes of teaching and learning; these new modes entail constructing knowledge collaboratively, and interactively often by using real-world applications to mirror professional practices (Mintz, 2020). This development in the early years of the 21st century is reflective of an emerging postmodern education paradigm which ‘calls for new pedagogies to respond to the complexities of a world in which it is impossible even to know what it means to ‘know’, when knowledge itself . . . [is] constantly shifting’ (Lamb & Vodicka, 2021, p. 21). While these changes affect all disciplines and fields, there is a special resonance with planning as the discipline grabbles to prepare students for the now favoured collaborative, communicative approach to practice, more public participation and interdisciplinary working with related professions within its degree programs. In the introduction, the editors, Hsiutzu Betty Chang and Wei-Ju Huang, highlight the immense challenge for planning educators to prepare students adequately for professional practice. They pinpoint specifically the taxing tasks put before planners such as promoting sustainability, developing resilience in communities, and adapting cities to climate change. Planning practitioners are expected to have not only the
{"title":"Learning to learn collaboratively","authors":"A. Frank","doi":"10.1080/02697459.2022.2076795","DOIUrl":"https://doi.org/10.1080/02697459.2022.2076795","url":null,"abstract":"Changes in pedagogies and curricular content are a common occurrence in planning education to both, ensure students are adequately prepared for practice while infusing also new knowledge into the field. There is a long-established tradition of scrutinizing curricula and training pathways via professional associations’ accreditation, practitioners and scholars. Over the last four decades, there has been, for example, considerable debate about how to narrow the gap between (abstract) planning concepts and theories taught in planning programs and the reality of planning practice. Dalton (1986) expressed concern whether educators can overcome expert-centered rational planning conceptions within an educational system that rewards research and rigorous scientific enquiry of a technorational nature, while Baum (1997) mused about the suitability of planning academics as teachers. Similarly, scholars in Africa (e.g. Odendaal, 2012) and Asia have called for reforms of planning curricula to bring planning education in line with professional competencies needed to deal with local issues such as rapid urbanization or informality, or to integrate indigenous knowledges and perspectives in planning. This special issue of Planning Practice and Research is testament that planning education and pedagogy continues to evolve worldwide. The contributions which feature progressive pedagogical practices in planning education from different corners of the world, namely Taiwan, Austria and The Netherlands make for an inspiring read as traditional pedagogies are increasingly being replaced by new modes of teaching and learning; these new modes entail constructing knowledge collaboratively, and interactively often by using real-world applications to mirror professional practices (Mintz, 2020). This development in the early years of the 21st century is reflective of an emerging postmodern education paradigm which ‘calls for new pedagogies to respond to the complexities of a world in which it is impossible even to know what it means to ‘know’, when knowledge itself . . . [is] constantly shifting’ (Lamb & Vodicka, 2021, p. 21). While these changes affect all disciplines and fields, there is a special resonance with planning as the discipline grabbles to prepare students for the now favoured collaborative, communicative approach to practice, more public participation and interdisciplinary working with related professions within its degree programs. In the introduction, the editors, Hsiutzu Betty Chang and Wei-Ju Huang, highlight the immense challenge for planning educators to prepare students adequately for professional practice. They pinpoint specifically the taxing tasks put before planners such as promoting sustainability, developing resilience in communities, and adapting cities to climate change. Planning practitioners are expected to have not only the","PeriodicalId":54201,"journal":{"name":"Planning Practice and Research","volume":"37 1","pages":"484 - 488"},"PeriodicalIF":1.6,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47586631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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