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In this article, we reflect on our experiences of teaching urban planning courses that through storytelling center on issues of globalization, urbanization, planning, and social and spatial inequalities. We contemplate using zine-making and multimedia story-mapping to overcome impediments instructors usually face in engaging diverse students in appreciating the complexities of social justice on global and local scales. In light of critical feminist pedagogies and critical race theory and based on re-reading students’ multimedia products and follow-up conversations, we discuss the pedagogical strengths, limitations and opportunities of zine-making and story-mapping approaches to collaborate with students in imagining more humane urban futures.
Ashtari et al. (Mon,) studied this question.
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