Social learning is the process of exchanging and developing knowledge (including skills and experiences) through human interaction. This key planning process needs to be better understood, given the increase and variety of non-planners influencing planning processes. This article explores who learns what from whom through social learning in planning. We unpack social learning theoretically to be able to map it, and employ empirically-based storytelling to discuss its relevance to planning practice. We conclude that social learning can lead to positive and negative outcomes and provides a useful analytical lens to understand planning practices at the level of individuals.

Innovation has become a guiding principle for European Union policy. Funding schemes, research, and planning across all Member States are expected to be innovative. This article provides a critical analysis of the drivers and effects of this evolution. While positive results have been achieved due to innovation policies, this article proposes that taking a wider critical perspective reveals important caveats. The article zooms in on the EU’s innovation policies by analysing policy documents, projects funded, and on-the-ground impact on three citizen initiatives. The analysis asks whether and how the EU’s self-set goals of sustainability, social inclusion, and economic growth are approached and met in them. The findings suggest a problematic funnelling process. First, an emphasis on innovation is created with the objective of systematically unblocking resistance to the development and implementation of novelties in the name of competitiveness, job creation, and economic growth. Second, the idea of innovation is very loosely defined, while, when translated into urban planning, it is interpreted narrowly in terms of efficiency and behavioural change, digitalization, and smart technologies. As a result, (narrowly defined) innovation-led economic growth begins to supersede alternative values and visions for the future of European cities and regions. This can represent a problem for EU Member States as it creates a very limited, risk-based, and divisive direction of development. To contribute to the (re-)establishment of alternatives, this article finally offers policy recommendations primarily concerned with the reinstatement of the public interest beyond innovation-centred planning perspectives.

Understanding experiences of a less mobile life under COVID-19 offers insights into the taken-for-granted meanings of mobility in daily life, and into new opportunities for low-carbon mobility transitions associated with working from home. Drawing on 50 written interviews, this article explores meanings attributed to living without commuting during lockdown, examining what people missed and what they appreciated. The results indicate that the majority of respondents miss multiple aspects of daily mobility but have also discovered new experiences and routines that hold their daily life together and make it pleasant. Our findings thereby emphasize an often-neglected aspect in transport research: the complexity and ambivalence of people’s relationship with daily mobility. Here, commuting is seen simultaneously as a tiresome burden, but also as a key source of interaction with the wider world which is important in sustaining people’s sense of daily balance. Furthermore, ‘compensatory mobilities’ emerge as a widespread practice which helps people retain aspects they miss about commuting while working from home. This practice, we suggest, underscores the intrinsic enjoyment associated with being on the move, and is important for unraveling the potential impacts of working from home on people’s mobility carbon footprint.

After the return to democracy in the late 1980s, Brazil developed a new system of water governance with a decentralization of responsibilities and the formation of participatory, deliberative institutions that characterized the governance reforms in general. Tripartite “water basin committees”, with an equal representation of state, municipal and civil society actors, are now responsible for water resource management in each basin and for decisions that affect urban water governance. However, state representatives come from entities established long before the reforms, raising the question of whether the new participatory bodies can change water management practices. This paper suggests that despite the process of transition in water governance, the underlying power inequalities have not been addressed and major decisions are still being taken outside the new deliberative bodies. Technocratic government actors maintain a claim on authority through their economic superiority and their use of expert knowledge, ultimately inhibiting the influence of other actors.

This article highlights the psychological dimension of social learning. Insights from psychology address the interrelated role of personal and group dynamics in social learning. This can provide a useful starting point for a rewarding use of social learning as an analytical tool in co-creative planning. Such an approach to social learning proves beneficial to (i) identify both positive and negative potential effects of social learning, (ii) untangle hidden power relationships at play at individual and small group levels in relation to social psychological factors, and (iii) discern the role of individuals and small groups within their larger contexts. The findings are empirically illustrated with a case of incremental urban development in Groningen, the Netherlands.