Pluralizing U.S. Planning Education Through Dialogic Pedagogies from the Borderlands

Planning in the United States is primarily taught using domestic examples, often excluding perspectives from other world regions. If planning schools in the United States include international cases, they are typically limited to electives or costly study abroad experiences that reinforce a universal and Western view of planning. As scholars from non-sovereign and occupied territories who studied planning in the United States, we propose pluralizing planning education through dialogic pedagogies with knowledge from the borderlands. We contribute a practical pedagogical intervention to encourage engagement with diverse geopolitical contexts and worldviews that challenge what and how students learn about planning.