Intro Essay: Setting the Stage for Highlighting Work in Cultural Competency Pedagogy

Author Note Lisa Turner DeVera, Interdisciplinary Program in Social Sciences, Florida State University; April Jackson, Department of Urban and Regional Planning, Florida State University; Marla A. Parker, Department of Political Science, California State University, Los Angeles. Correspondence regarding this article should be addressed to April Jackson, Assistant Professor, Department of Urban and Regional Planning, Florida […]


Cultural Humility: An Open Door for Planners to Locate Themselves and Decolonize Planning Theory, Education, and Practice

Cultural humility can help planning faculty, students, and practitioners commit to ongoing self-reflection and critique of their social, cultural, racial, gendered, and other identities in an effort to identify how they are implicated in inequity, especially in relation to working in communities of color. While cultural competence has become an increasingly popular way to encourage […]

Adaptive Leadership and Social Innovation: Overcoming Critical Theory, Positivism, and Postmodernism in Planning Education

It is an unfortunate fact that adaptive leadership and social innovation remain underdeveloped as tools for professional planners and others in public affairs. The assumption, however tacit, is that if plans are drawn up with enough rigor, if planners possesses the correct set of skills, and if they remain true to the goals of equitability, […]

Transformative Action: A Theoretical Framework for Breaking New Ground

Developed by Paulo Freire, critical consciousness (CrC) is a philosophical, theoretical, and practice-based framework encompassing an individual’s understanding of and action against the structural roots of inequity and violence. This article explores divergent CrC scholarship regarding CrC theory and practice; provides an in-depth review of inconsistencies within the CrC “action” domain; and, in an effort […]

Building Sustainable Civic Capacity in Urban Education Reform: Actors, Perceptions, and Recommendations for Inclusive Public Policy

The research and literature focusing on education change, policy development, and community engagement have indicated clearly that forming a broad coalition within urban education reform through greater civic engagement can create sustainable education change, help to develop inclusive education policy, and lead to greater accountability, transparency, equity, and efficacy in delivering 21st-century education to all […]

Moving the Needle: Early Findings on Faculty Approaches to Integrate Culturally Competent Pedagogy into Educational Spaces

This article summarizes findings from a qualitative study conducted with faculty and administrators in public affairs programs at four U.S. higher education institutions—two in urban planning and two in public administration—regarding the integration of culturally relevant pedagogy within their degree programs, colleges, and universities. Other studies have examined the prevalence and effectiveness of cultural competency […]

Mindfulness, Motivation, and Intercultural Competence Among Faculty and Staff: Examining Impacts of the Global Partner Certificate Workshops

There is a great need to foster the intercultural competence of faculty and staff within higher education. Faculty and staff need to provide opportunities for holistic engagement to international students in order to enhance diversity benefits; however, the factors that elucidate intercultural competence warrant investigation. This article discusses in detail a study examining the correlations […]

Cultural Research to Action: Course Design for Intersectional Cultural Competency

Intersectional understandings of diversity present a challenge to the traditional pursuit of cultural competency in public affairs, demanding an approach that accounts for the dynamism and internal diversity of cultural categories. Programs aimed at preparing future public affairs professionals to succeed in diverse settings must have pedagogical tools that equip their students to learn from […]

Queering Cultural Competence for Planning and Public Policy

The authors teach at a public university in the southeastern United States and, between them, have taught for more than 30 years in the social sciences and social work. They each identify as openly LGBTQ and have worked to incorporate their identities into their teaching about queer cultural competence. In this article, they reflect on […]




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