| Abstract |
This study examines how the circular economy can facilitate inclusive learning and planning processes, integrating cognitive and epistemic justice. It stems from the experience of an experimental undergraduate degree course held in a detention center. The study evaluates both the learning process and the planning outcomes of a small group of inmate students designing circular and sustainable urban regeneration strategies. By viewing 'waste as a resource', the experience revealed reduced exclusion and enhanced resource management in territorial transformation. Despite limitations, this paper offers insights for planning educators and urban planners to critically engage with circularity for learning and inclusive planning. |
