Abstract
International planning education in the West, and international students’ attitudes to this education have undergone three phases in recent decades. The first was a ‘West Best’ phase; the West was supposed to know best and therefore taught “Western ways” to international students. Separate programs or courses for international students were not considered necessary. When these “Western ways” appeared inappropriate to countries of the South, a “South best” reaction followed. Problems and solutions for such countries appeared so different from those in the West that separate programs were set up to teach about such countries[1].
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© 1990 Plenum Press, New York
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Afshar, F. (1990). Inequalities, Western Roots and Implementation Problems: Three Challenges to a One World Planning Education. In: Sanyal, B. (eds) Breaking the Boundaries. Urban Innovation Abroad. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-5781-0_13
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DOI: https://doi.org/10.1007/978-1-4684-5781-0_13
Publisher Name: Springer, Boston, MA
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