Abstract
Urban processes are shaped by heterogeneous knowledges produced by multiple rationalities. Acknowledging this diversity, this article asks: What is the role of universities mobilizing diverse knowledge and their articulation with planning processes? It reflects on the role of Cuban universities in translating diverse and situated knowledge. Building upon debates on epistemic justice and recognizing the nuances of the Cuban process, it provides a historical review of the changing role of universities, discussing how different knowledge paradigms have governed their urban planning work. Pondering this history, it concludes by discussing current challenges of universities to advance toward more mestizo urban knowledges.
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