“…Beyond technical and thematic training for aspiring planning professionals, such studios also provide important opportunities for critical reflexivity and personal growth for students, as they are forced to grapple with socio-economic inequities that produce unequal, racialized, and gendered geographies (Elwood 2004; Harris and Irazábal 2012; Healey and Jenkins 2000). Service-learning and other alternative, practice-based pedagogical strategies provide “a shift in learning from knowing what to knowing how, improved collaboration, and improved ability to apply concepts” to “real-world projects through the production of practical outputs” (Brooks et al 2002, 188), which are particularly relevant skills for reflective practitioners (Schön 1987) working in complex, unequal, and politically fraught environments. Fostering such critical reflexivity is especially important in what Sopher, Gewirtzman, and Kalay (2019) refer to as “multi-setting” studio courses that seek to facilitate co-productive processes with marginalized populations to develop collaborative projects for social and environmental justice.…”