Abstract
Community-engaged planning education and community-based planning are often uphill battles. This article uses the case of a Mexican village to illustrate a pedagogical model that trains students as participatory planners by immersing them in a community-based planning project, an approach we call transformative learning and community development. We join larger debates on education and participation—arguing that students can and should learn about participatory planning by doing it; that while community participation sometimes reproduces unequal power relations, it can also be structured to challenge them; and that successful planning and teaching require a dialectic between expertise and broad participation.
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