Critical pedagogy for the new planner: Mastering an inclusive perception of ‘The Other’

Abstract

In light of the growing diversity in contemporary cities, planning literature calls for inclusive and participatory planning acts. Alas, little has changed in planning practice. This paper inquires into the pedagogical aspects of a case study of a qualitative research methods course aiming to prepare planners to plan with ‘The Other’. Presenting five queries and the pedagogical inputs they have yielded, the conclusion suggests that inclusionary planning approaches should already be implemented in planning schools and that the relational approach and qualitative methods can provide adequate tools for widening planners’ perception of ‘The Other’ and to integrating his/her standpoint in the planning process.