Edited by Andrea I. Frank, PhD, Teaching Fellow in Urban Planning, Centre for Urban and Regional Studies, School of Geography, Earth and Environmental Sciences, University of Birmingham, UK and Artur da Rosa Pires, Professor of Spatial Planning, Innovation and Development Policy, Department of Social, Political and Territorial Sciences, University of Aveiro, Portugal

• Contents:Foreword xvDaniel Galland1 Introduction: transformational change in planningeducation pedagogy? 1Andrea I. Frank and Artur da Rosa PiresPART I PEDAGOGICAL DEBATES2 Education for 21st century urban and spatial planning:critical postmodern pedagogies 20Terry Lamb and Goran Vodicka3 Planning education and planning the university:a becoming-symbiosis 39Ronald BarnettPART II TEACHING AND LEARNING IN, FOR ANDWITH COMMUNITIES4 Pedagogy built on working with communities: a firstsemester core course 57Ayse Yonder, Mercedes Narciso and Juan Camilo Osorio5 Planning with the community: engaged professionaleducation in ethno-nationally contested city 74Rachel Kallus6 Challenges in education of participatory planning:collaborating with patients and physicians to plan mentalhealth facilities 94Elsa Vivant7 Beyond the classroom: new skills through community–university outreach 108Camila D’Ottaviano and João Farias Rovati8 Collaborative and innovative participatory planningpedagogies: reflections from the Community Participationin Planning project 125Gavan Rafferty, Grazia Concilio, José Carlos Mota,Fernando Nogueira, Emma Puerari and Louise O’KanePART III DEVELOPING NEW CLASSROOM-BASEDCOMPETENCIES9 Urban design studio as a critical learning space withinthe architecture curriculum: the evolving pedagogicalapproach to “PROJECTO 5” 142Teresa Calix10 Addressing the interplay of design-based disciplines andsocial sciences in urban development education 157Lukas Gilliard, Nadia Alaily-Mattar and Alain Thierstein11 Using theatre and performance for greater reflexivity inplanning and design education 174Marleen Buizer and Iulian Barba Lata12 MIKROAKADEMIE: peer learning to enrich thecurriculum and enhance participation and self-reflection 188Andreas Brück and Angela MillionPART IV FURTHER EDUCATION AND LIFE-LONGCAPACITY BUILDING13 Online, but not isolated: addressing a key challenge ofdigital distance learning 204Adam Sheppard14 A problem-based and process-oriented curriculum incontinuing education 221Anita Grams15 Professional training for social responsibility:fundamentals and practice of a residency programme inarchitecture and urbanism 236Maria L. Refinetti Martins and Paula Custódio de Oliveira16 A student workshop on tactical urbanism: one day tochange the 100th year neighbourhood? 251Duygu Cihanger Ribeiro17 Conclusion: nurturing new learning landscapes and pedagogies 267Artur da Rosa Pires and Andrea I. FrankIndex 281

‘This is a well-written international engagement with pedagogical innovation and change in planning education. I agree with the authors that right now, spatial planning is crucial to planetary survival but that there are profound challenges to overcome. The book provides a range of case studies that will provide the planning educator, or any other reader, an opportunity to examine how context interfaces with pedagogical approaches, and ultimately to learn from them.’

Edited by Andrea I. Frank, PhD, Teaching Fellow in Urban Planning, Centre for Urban and Regional Studies, School of Geography, Earth and Environmental Sciences, University of Birmingham, UK and Artur da Rosa Pires, Professor of Spatial Planning, Innovation and Development Policy, Department of Social, Political and Territorial Sciences, University of Aveiro, Portugal

• Contents:Foreword xvDaniel Galland1 Introduction: transformational change in planningeducation pedagogy? 1Andrea I. Frank and Artur da Rosa PiresPART I PEDAGOGICAL DEBATES2 Education for 21st century urban and spatial planning:critical postmodern pedagogies 20Terry Lamb and Goran Vodicka3 Planning education and planning the university:a becoming-symbiosis 39Ronald BarnettPART II TEACHING AND LEARNING IN, FOR ANDWITH COMMUNITIES4 Pedagogy built on working with communities: a firstsemester core course 57Ayse Yonder, Mercedes Narciso and Juan Camilo Osorio5 Planning with the community: engaged professionaleducation in ethno-nationally contested city 74Rachel Kallus6 Challenges in education of participatory planning:collaborating with patients and physicians to plan mentalhealth facilities 94Elsa Vivant7 Beyond the classroom: new skills through community–university outreach 108Camila D’Ottaviano and João Farias Rovati8 Collaborative and innovative participatory planningpedagogies: reflections from the Community Participationin Planning project 125Gavan Rafferty, Grazia Concilio, José Carlos Mota,Fernando Nogueira, Emma Puerari and Louise O’KanePART III DEVELOPING NEW CLASSROOM-BASEDCOMPETENCIES9 Urban design studio as a critical learning space withinthe architecture curriculum: the evolving pedagogicalapproach to “PROJECTO 5” 142Teresa Calix10 Addressing the interplay of design-based disciplines andsocial sciences in urban development education 157Lukas Gilliard, Nadia Alaily-Mattar and Alain Thierstein11 Using theatre and performance for greater reflexivity inplanning and design education 174Marleen Buizer and Iulian Barba Lata12 MIKROAKADEMIE: peer learning to enrich thecurriculum and enhance participation and self-reflection 188Andreas Brück and Angela MillionPART IV FURTHER EDUCATION AND LIFE-LONGCAPACITY BUILDING13 Online, but not isolated: addressing a key challenge ofdigital distance learning 204Adam Sheppard14 A problem-based and process-oriented curriculum incontinuing education 221Anita Grams15 Professional training for social responsibility:fundamentals and practice of a residency programme inarchitecture and urbanism 236Maria L. Refinetti Martins and Paula Custódio de Oliveira16 A student workshop on tactical urbanism: one day tochange the 100th year neighbourhood? 251Duygu Cihanger Ribeiro17 Conclusion: nurturing new learning landscapes and pedagogies 267Artur da Rosa Pires and Andrea I. FrankIndex 281

‘This is a well-written international engagement with pedagogical innovation and change in planning education. I agree with the authors that right now, spatial planning is crucial to planetary survival but that there are profound challenges to overcome. The book provides a range of case studies that will provide the planning educator, or any other reader, an opportunity to examine how context interfaces with pedagogical approaches, and ultimately to learn from them.’

Edited by Andrea I. Frank, PhD, Teaching Fellow in Urban Planning, Centre for Urban and Regional Studies, School of Geography, Earth and Environmental Sciences, University of Birmingham, UK and Artur da Rosa Pires, Professor of Spatial Planning, Innovation and Development Policy, Department of Social, Political and Territorial Sciences, University of Aveiro, Portugal

• Contents:Foreword xvDaniel Galland1 Introduction: transformational change in planningeducation pedagogy? 1Andrea I. Frank and Artur da Rosa PiresPART I PEDAGOGICAL DEBATES2 Education for 21st century urban and spatial planning:critical postmodern pedagogies 20Terry Lamb and Goran Vodicka3 Planning education and planning the university:a becoming-symbiosis 39Ronald BarnettPART II TEACHING AND LEARNING IN, FOR ANDWITH COMMUNITIES4 Pedagogy built on working with communities: a firstsemester core course 57Ayse Yonder, Mercedes Narciso and Juan Camilo Osorio5 Planning with the community: engaged professionaleducation in ethno-nationally contested city 74Rachel Kallus6 Challenges in education of participatory planning:collaborating with patients and physicians to plan mentalhealth facilities 94Elsa Vivant7 Beyond the classroom: new skills through community–university outreach 108Camila D’Ottaviano and João Farias Rovati8 Collaborative and innovative participatory planningpedagogies: reflections from the Community Participationin Planning project 125Gavan Rafferty, Grazia Concilio, José Carlos Mota,Fernando Nogueira, Emma Puerari and Louise O’KanePART III DEVELOPING NEW CLASSROOM-BASEDCOMPETENCIES9 Urban design studio as a critical learning space withinthe architecture curriculum: the evolving pedagogicalapproach to “PROJECTO 5” 142Teresa Calix10 Addressing the interplay of design-based disciplines andsocial sciences in urban development education 157Lukas Gilliard, Nadia Alaily-Mattar and Alain Thierstein11 Using theatre and performance for greater reflexivity inplanning and design education 174Marleen Buizer and Iulian Barba Lata12 MIKROAKADEMIE: peer learning to enrich thecurriculum and enhance participation and self-reflection 188Andreas Brück and Angela MillionPART IV FURTHER EDUCATION AND LIFE-LONGCAPACITY BUILDING13 Online, but not isolated: addressing a key challenge ofdigital distance learning 204Adam Sheppard14 A problem-based and process-oriented curriculum incontinuing education 221Anita Grams15 Professional training for social responsibility:fundamentals and practice of a residency programme inarchitecture and urbanism 236Maria L. Refinetti Martins and Paula Custódio de Oliveira16 A student workshop on tactical urbanism: one day tochange the 100th year neighbourhood? 251Duygu Cihanger Ribeiro17 Conclusion: nurturing new learning landscapes and pedagogies 267Artur da Rosa Pires and Andrea I. FrankIndex 281

‘This is a well-written international engagement with pedagogical innovation and change in planning education. I agree with the authors that right now, spatial planning is crucial to planetary survival but that there are profound challenges to overcome. The book provides a range of case studies that will provide the planning educator, or any other reader, an opportunity to examine how context interfaces with pedagogical approaches, and ultimately to learn from them.’