2015) Partnerships of learning for planning education Who is learning what from whom? The beautiful messiness of learning partnerships/Experiential learning partnerships in Australian and New Zealand higher education planning programmes/Resnonverba? rediscovering the social purpose of planning (and the university): The Westfield Action Research Project/At the coalface, Take2: Lessons from students' critical reflections/Education for "cubed change"/Unsettling planning education through community-engaged teaching and learning:
After decades of both enthusiasm and criticism over participatory mapping in planning, some scholars are accusing it of being an empty ritual, unable to deal with substantial issues or being servile in the face of power. This article presents a participatory mapping and planning experience carried out by an action-research partnership in the Simeto valley (Italy). It claims that reframing participatory mapping through action research means both dealing directly with power and addressing substantial issues. Action research-based mapping’s effectiveness is related less to mappers’ ability to map spatial changes and more to the impact that mapping has on the mappers themselves.
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