International Development Planning Pedagogy for a Changing Global Landscape
International development planning has gone through profound changes in the past 50 years, and along with it pedagogical experiments with different modes of instruction and multidisciplinary reframing (and challenging) of development objectives. Diverse student interests, shifting terrains in academic institutions, and field-based demands for a new paradigm of ‘international’ planning expertise are only some of the drivers of this recent transformation. How in particular are field-based demands and the combined realities of field-based classes and limited training times shaping what international planning pedagogy can and should address, and how? How have power shifts in international institutions been reflected (or not) in the educational partnerships built across borders?