Teaching International Comparative Planning in Globalised Higher Education

This chapter contributes to the growing corpus of reflections on the pedagogical challenges of teaching international planning, drawing on the authors’ own experience in designing, teaching and reshaping master&s;s modules in European and international planning in two UK universities. Firstly, we briefly unpack the contributions, limitations, and critiques of the traditional approaches to comparative international planning research that were dominant until the late 1990s. We then outline the avenues we have explored to encourage students to think comparatively about international planning systems, cultures, and practices in more critical and productive ways. Our focus is on the pedagogical imperative of embracing planning as a ‘contingent universal’, operationalising the value of mobile knowledge while privileging the richness of situated learning.