Studying urban planning education in Brazil and South Africa: challenges for decolonising the curriculum

Abstract

Urban planning education in Brazil and South Africa has developed in different ways, both in content and in structure. Despite this, both have colonial/imperial roots, were adapted by oppressive regimes at some point, included strong modernist influences, and went through democratisation processes in recent decades. Significant societal transformation is a common thread that has emerged in both contexts, with an epistemic shift toward decolonisation. These commonalities and differences provide useful comparative learnings. This article examines urban planning education in these two different contexts and draws some initial conclusions and ideas about future challenges in order to stimulate debate around decolonising the curriculum.