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The Case for Inclusion of International Planning Studios in Contemporary Urban Planning Pedagogy

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  • Paul Jones

    (School of Architecture, Design and Planning, The University of Sydney, Sydney 2006, Australia)

Abstract

The pedagogy of urban planning education should include an understanding of the growth and complexity of city development issues, especially the best ways to respond to dealing with current and future challenges. At the same time, the nature of the city that urban planners engage with continues to change, with one major challenge being the increasing growth of informal settlements. This paper asserts that an essential component of contemporary urban planning pedagogy is the inclusion of international planning studios and, importantly, studios which focus on major urban social and civic planning issues, such as informal settlements. The latter have been acknowledged as a major sustainable development challenge and are incorporated into the global Sustainable Development Goals (SDGs). To support this assertion, the paper outlines the case for international planning studios, reviews the literature on studios—including planning and international studios—and discusses the benefits and challenges of organizing an international studio grounded on embracing global development issues and learning objectives. This paper uses a case study of an international postgraduate Master’s degree planning studio, set within an informal settlement (kampung) in Indonesia, held annually since 2015 to illustrate the above. The latter studio is in collaboration between the University of Sydney and the Institute of Technology Bandung (ITB) University, Indonesia. The paper concludes with a summation for the case for international studios in contemporary urban planning pedagogy, including a set of principles that can be used by planning programs when designing an international planning studio.

Suggested Citation

  • Paul Jones, 2019. "The Case for Inclusion of International Planning Studios in Contemporary Urban Planning Pedagogy," Sustainability, MDPI, vol. 11(15), pages 1-17, August.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:15:p:4174-:d:254106
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    References listed on IDEAS

    as
    1. Michael Neuman, 2016. "Teaching collaborative and interdisciplinary service-based urban design and planning studios," Journal of Urban Design, Taylor & Francis Journals, vol. 21(5), pages 596-615, September.
    2. Paul Jones, 2017. "Formalizing the Informal: Understanding the Position of Informal Settlements and Slums in Sustainable Urbanization Policies and Strategies in Bandung, Indonesia," Sustainability, MDPI, vol. 9(8), pages 1-27, August.
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    Cited by:

    1. Birgitta Nordén & Helen Avery, 2021. "Global Learning for Sustainable Development: A Historical Review," Sustainability, MDPI, vol. 13(6), pages 1-31, March.
    2. Paulo Silva, 2020. "Not So Much about Informality: Emergent Challenges for Urban Planning and Design Education," Sustainability, MDPI, vol. 12(20), pages 1-16, October.

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