Facilitated and emergent social learning in sustainable urban redevelopment: exposing a mismatch and moving towards convergence

Abstract

This article makes a case for the importance of social learning in urban planning and development practice, particularly in the context of attempts to achieve higher standards of sustainability. We proceed by comparing learning outcomes in Vancouver’s Southeast False Creek and Melbourne’s Docklands urban redevelopment projects. We find that the instrumental model of learning supports facilitated learning approaches pursued in a manner that is mostly disconnected from the learning being demanded for improved decision-making and improved results. The emergent learning which can be empirically demonstrated, which is more easily explained by a systems-theory model, lacks exposure to deliberative process.