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Planning Practice & Research Volume 37, 2022 - Issue 4: Grounded planning: possibilities for planning education, research and practice guest edited by Hsiutzu Betty Chang and Wei-Ju Huang
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Grounded planning: reflections on planning education, research and practice

Conceptualising Co-creative Planning Pedagogies: The Community Knowledge Triangle

Lilian van Karnenbeeka Institute of Jurisprudence, Constitutional and Administrative Law, Utrecht University, Utrecht, NetherlandsCorrespondence[email protected]
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,
Leonie Janssen-Jansenb Land Use Planning, Wageningen University & Research, Wageningen, The NetherlandsView further author information
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Deborah Peelc Architecture and Urban Planning, University of Dundee, Dundee, ScotlandView further author information
Pages 446-463 | Published online: 25 Dec 2020

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Hossein Maroufi & Parsa Pahlavan. (2024) Feminization of the urban planning discipline: developing a gender responsive pedagogy at Ferdowsi University of Mashhad, Iran. Planning Practice & Research 39:3, pages 525-546.
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Wim van der Knaap. (2022) Embedding Transdisciplinarity in a Spatial Planning Curriculum. Planning Practice & Research 37:4, pages 489-496.
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Hsiutzu Betty Chang & Wei-Ju Huang. (2022) Toward Grounded Planning: Possibilities for Bridging Theory and Practice through Grounded Learning. Planning Practice & Research 37:4, pages 407-411.
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Articles from other publishers (2)

Gabriella Agrusti, João Caramelo & Andrea Ciasca Marra. 2024. Learning Inclusion in a Digital Age. Learning Inclusion in a Digital Age 15 30 .
Kumari Juddoo, Sudha Mathew, Sobia Razzaq & Sheeja Sivaprasad. (2022) Public Community Engagement and Student Co-Creation. SSRN Electronic Journal.
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