Disorientation as a Learning Objective: Applying Transformational Learning Theory in Participatory Action Pedagogy

As the field of planning stretches toward redressing the injustices of past land use patterns through reparative practices, student learning needs to include socio-emotional, as well as technical and intellectual, skill-building. Pedagogy should increase the planner’s ability to recognize systems of...

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Bibliographic Details
Published in:Journal of planning education and research 2024-03, Vol.44 (1), p.457-468
Main Author: Wilson, Barbara Brown
Format: Article
Language:English
Subjects:
Ability
Action
Decision making
Decision theory
Land use
Learning
Learning theory
Oppression
Theory
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Summary:As the field of planning stretches toward redressing the injustices of past land use patterns through reparative practices, student learning needs to include socio-emotional, as well as technical and intellectual, skill-building. Pedagogy should increase the planner’s ability to recognize systems of oppression and center lived expertise in decision-making processes. Transformational learning theory considers the mechanisms through which place-based learning expands student worldviews through exposure to other ways of knowing. Reflecting on a participatory action course through the analytical lens of transformational learning theory, this paper considers the pedagogical and ethical challenges and opportunities for planning education through collaborative action.
ISSN:0739-456X
1552-6577
DOI:10.1177/0739456X20956382