Berkeley Planning Journal

Urbanisation is growing in the global South, but urban planning is not keeping up to ad- dress the problem of urban growth. Many planning schools in Africa still promote ideas transferred from the global North. (The master plan of Lusaka in Zambia, for instance, was based on the concept of the Garden City, but Garden City for whom?) Most planning schools fail to adequately prepare planning students for the problems they will later en- counter in African cities. In order to confront the urbanisation pressures on the continent in all its unique dimensions, fundamental shifts are needed in the way planning schools on the continent prepare planners. Responding to this challenge, the University of Zambia (UNZA) launched a Master of Science degree in Spatial Planning in 2013. Informality and studio-based teaching and learning are major components of the programme. In an effort to raise some of the inherent challenges and benefits of running community-based studio projects in Africa, this study addresses the question: How can planning studio projects contribute to the overhauling of the planning profession in Africa? The paper uses a case study to draw upon the experiences of eighteen master’s students who were engaged in a community-based planning studio project in the Lusaka’s Kalikiliki informal settlement. The paper concludes that community-based studio projects present an opportunity that has potential for raising the consciousness of planners and enabling them to build on post-colonial, endogenous innovation inspired by cities of the global South.