Conference Participation

Examining Inequality through Diverse Lenses

Paper: Redefining Democratic Practices: ‘People as democratic infrastructure’ in cities of the South

Abstract: This paper brings the concepts of infrastructure and urban governance into conversation with democratic theory, arguing that practices of representation, mediation, and collective problem-solving performed by residents in everyday acts of governing constitute crucial but under-recognised democratic opportunities. By bridging urban geography’s infrastructural turn with political science debates on democratic participation, the chapter highlights how heterogeneous governance arrangements in Southern cities are rarely analysed through a democratic lens, despite their importance for planning justice. Drawing on qualitative research from Cape Town, South Africa, and Cali, Colombia, the chapter examines how community-based leaders responded to Covid-19’s lockdowns and related crises, acting as first responders, interlocutors, and informal representatives. These hybridised governance practices, situated outside formal democratic institutions yet deeply embedded in neighbourhood life, are conceptualised as people as democratic infrastructure. They demonstrate how residents expand channels of participation and co-produce real-time planning solutions under conditions of inequality, insufficient state capacity, and systemic crisis. The chapter argues that recognising and integrating the potential of these everyday democratic practices into planning processes not only deepens and protects democratic principles, it is essential if cities are to pursue long-term, just, and sustainable urban futures.

Addressing Poverty and Inequality in South Africa: Exemplary Experiential Learning Pedagogies for Economic Inclusion

Paper: Masters with Work Based Learning: Enabling Reflective, Adaptable, and Resilient 21st Century Students

Abstract: In an era marked by intersecting global crises, ranging from pandemics and climate change to rising inequality and conflict, higher education is increasingly challenged to prepare students not just for the labour market, but for an unpredictable and unstable world. This presentation explores Work-based Learning (WBL) as a pedagogical approach to foster crisis readiness among students by cultivating reflection, resilience, and adaptability. Drawing from research on the nature of crisis, understood not merely as trauma or shock, but as a perceived loss of hope or trust, this work argues that WBL can develop students’ agency and capacity to navigate complexity both personally and professionally. Through authentic, proximal, and practice-linked learning experiences, WBL supports learners in developing the tools needed to engage with uncertainty and disruption. Using the case study of our pioneering master’s programme in the Department of Political Studies the talk illustrates how WBL contributes to long-term student success and civic engagement. The presentation also critically engages with the structural and institutional challenges of implementing WBL effectively, particularly in contexts of inequality and constrained resources. It will reflect on the collaborative learning experience of working with a leading university in Work-Integrated Learning in the North. Ultimately, this talk demonstrates that WBL, when thoughtfully designed and supported, offers a meaningful response to the demands of educating students for a rapidly changing workplace.

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