ABSTRACT
A more collaborative form of planning involves two forms of learning: learning about the city, and learning between different knowledges of the city. Alternative urban archives aim to pull together critical pedagogies of ways of knowing and being in the city, pedagogies of writing, talking, seeing, walking, telling, hearing, drawing, making, which reflect the grounded realities of cities in motion. This chapter considers how learning has been conceived in urban and cognate debates, develops a conception of learning as produced through distributed assemblages that become political in different kinds of ways, explore examples of urban learning in practice, and outline a critical urbanism of learning that can feed into the planning process. It focuses on illustrative examples throughout, including from India and Brazil. Incrementalism is central to how people learn the city, and is common to a whole range of urban processes and forms, from housing and policy to infrastructure and culture.
