From decolonisation to decoloniality: rethinking planning education

Western universities and their planning educations have long been a site for reproduction and resistance to coloniality. Decolonising them involves dynamic, contradictory and contested processes. Rather than reducing this to a single prescriptive formula of how to decolonise, I put forward an analytical framework for examining the depth of decolonising practices. This consists of three ideal-type approaches to decolonisation: inclusionary (a methodological challenge), empowering (an epistemological challenge) and decoloniality (an ontological challenge). I argue that decolonising planning curricula, pedagogies and institutional practices requires a move from inclusionary decolonisation to decoloniality of power, knowledge and being.