Abstract

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.

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Additional Information

ISSN
1726-1368
Print ISSN
0258-7696
Pages
pp. 30-58
Launched on MUSE
2018-09-20
Open Access
No
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