Theory versus Practice in Planning Education: The View from South Africa

S. P. Denoon-Stevens; L. Andres; P. Jones; L. Melgaço; R. Massey; V. Nel

doi:10.1080/02697459.2020.1735158

Theory versus Practice in Planning Education: The View from South Africa

S. P. Denoon-Stevens, L. Andres, P. Jones, L. Melgaço, R. Massey, V. Nel

Research output: Contribution to journal › Article › peer-review

18 Citations (Scopus)

Abstract

This paper reflects on the ongoing debate between theory and practice in planning, using the example of South Africa. Based on survey responses, it discusses how planning education in South Africa is perceived to prepare students for practice. While we acknowledge that the majority of respondents view their planning education positively, the results reveal challenges regarding the practical application of theory, especially in the case of land-use management. We then respond to calls for contextualised practices of knowing, emphasising the ‘local’ in planning education so that theory and practice can be combined across contexts.

Original language	English
Pages (from-to)	509-525
Number of pages	17
Journal	Planning Practice and Research
Volume	37
Issue number	4
Early online date	12 Mar 2020
DOIs	https://doi.org/10.1080/02697459.2020.1735158
Publication status	Published - 1 Apr 2022

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Cite this

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Theory versus Practice in Planning Education: The View from South Africa

Abstract

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