Sustainable urban water and sanitation in India: review of a national programme

Since 2005, the Government of India has been financing a massive urban infrastructure programme called Jawaharlal Nehru National Urban Renewal Mission (JNNURM) with the objectives of ‘encouraging reforms’ and ‘fast tracking planned development of cities’. Targetted mainly at 65 cities, the JNNURM made available financing for urban infrastructure and governance improvements, and for extending shelter and basic services to the urban poor. A large proportion of the investments made by cities under the programme were in the water and sanitation sector. This paper examines the results and emerging issues related to the programme investments, and assesses whether and how these investments appear to have contributed to promoting sustainability in water and sanitation services in urban India

Um Entre Muitos: instituições de ensino superior em um ecossistema de pedagogias urbanas = One Amongst Many: higher education institutions in an ecosystem of urban pedagogies

RESUMO Este artigo examina como e por que os educadores das universidades podem e precisam trabalhar como ‘um entre muitos’ para propor pedagogias críticas para a igualdade urbana. A discussão está embasada em duas experiências distintas: as escolas em rede da Habitat International Coalition América Latina (HIC-AL) – uma coalizão de organizações da sociedade civil, movimentos sociais e universidades que trabalham pela defesa de direitos humanos relacionados à moradia – e os processos de coaprendizagem com ativistas pelos direitos à moradia facilitados pelo Indian Institute for Human Settlements (IIHS) – uma instituição educacional nacional comprometida com a transformação igualitária, sustentável e eficiente dos assentamentos na Índia. Ambas as experiências enfatizam a criação de pedagogias críticas que procuram fundamentalmente romper, reformular e reposicionar relações institucionais de saberes e práticas de aprendizagem ao propor capacidades para uma transformação urbana transformadora. A análise demonstra como as injustiças epistêmicas – muitas vezes proliferadas em e por instituições de ensino superior – podem ser neutralizadas e porque promover a justiça epistêmica exige o reposicionamento das universidades como uma contra muitas em um ecossistema mais amplo de pedagogias urbanas, em diálogo aberto e produtivo com novas formas institucionais, definidas por Boaventura de Sousa Santos como a ‘pluriversidade’ e a ‘subversidade’. // This paper explores how and why pedagogues within universities can and need to work as ‘one amongst many’ to advance critical pedagogies for urban equality. The discussion draws on two contrasting experiences: the networked schools of the Habitat International Coalition in Latin America (HIC-AL) – a coalition of civil society organizations, social movements and universities working in defense of habitat-related human rights – and the co-learning processes with housing rights activists activated by the Indian Institute for Human Settlements (IIHS) – a national education institution committed to the equitable, sustainable and efficient transformation of Indian settlements. Both experiences place emphasis on crafting critical pedagogies that seek to fundamentally disrupt, re-frame and re-position institutional relations of knowledges and learning practices, while advancing capacities for transformative urban change. The analysis demonstrates how epistemic injustices – often proliferated in and by higher education institutions – can be counteracted, and why fostering epistemic justice requires re-positioning universities as one amongst many in a wider ecosystem of urban pedagogies, in open and productive dialogue with new institutional forms that Boaventura de Sousa Santos defines as the ‘pluriversity’ and the ‘subversity’

How Do We Learn Now? Pluralising Urban Pedagogies in the COVID-19 Pandemic

Since 2020, pedagogues and learners in the field of urban planning and practice have rapidly responded to new demands and realities posed by the COVID-19 pandemic. These have included shifting the modes and sites of learning from classrooms to screens, developing new programmes to build urgently required local capacities, fostering partnerships and platforms that sustain remote ways of learning together, and facilitating multi-sensorial and inclusive learning practices. This plurality of pedagogic adaptation and innovation suggests complex and nuanced relations with urban (in)equality, going beyond the dominant narrative of the digital divide and distributive inequalities in higher education. This article reflects on three experiences of critical pedagogies undertaken by researchers and activists, social movements and organised civil society from India, Brazil and Argentina. As the impacts of the pandemic on the nexus between urban practice and pedagogy unfold, we argue that these reflexions-in-action on decisions made, along with their underlying principles, are important stimuli for pluralising questions of what, where, with whom and how we learn to respond to urban inequalities. Moreover, they open nuanced discussions to strategically reimagine future hybrid learning trajectories to support pathways to urban equality

Developing and testing the urban sustainable development goal’s targets and indicators – a five-city study

The campaign for the inclusion of a specifically urban goal within the United Nations’ Sustainable Development Goals (SDGs) was challenging. Numerous divergent interests were involved, while urban areas worldwide are also extremely heterogeneous. It was essential to minimize the number of targets and indicators while still capturing critical urban dimensions relevant to human development. It was also essential to test the targets and indicators. This paper reports the findings of a unique comparative pilot project involving co-production between researchers and local authority officials in five diverse secondary and intermediate cities: Bangalore (Bengaluru), India; Cape Town, South Africa; Gothenburg, Sweden; Greater Manchester, United Kingdom; and Kisumu, Kenya. Each city faced problems in providing all the data required, and each also proposed various changes to maximize the local relevance of particular targets and indicators. This reality check provided invaluable inputs to the process of finalizing the urban SDG prior to the formal announcement of the entire SDG set by the UN Secretary-General in late September 2015

Um Entre Muitos: instituições de ensino superior em um ecossistema de pedagogias urbanas

This paper explores how and why pedagogues within universities can and need to work as ‘one amongst many’ to advance critical pedagogies for urban equality. The discussion draws on two contrasting experiences: the networked schools of the Habitat International Coalition in Latin America (HIC-AL) – a coalition of civil society organizations, social movements and universities working in defense of habitat-related human rights – and the co-learning processes with housing rights activists activated by the Indian Institute for Human Settlements (IIHS) – a national education institution committed to the equitable, sustainable and efficient transformation of Indian settlements. Both experiences place emphasis on crafting critical pedagogies that seek to fundamentally disrupt, re-frame and re-position institutional relations of knowledges and learning practices, while advancing capacities for transformative urban change. The analysis demonstrates how epistemic injustices – often proliferated in and by higher education institutions – can be counteracted, and why fostering epistemic justice requires re-positioning universities as one amongst many in a wider ecosystem of urban pedagogies, in open and productive dialogue with new institutional forms that Boaventura de Sousa Santos defines as the ‘pluriversity’ and the ‘subversity’.Este artigo examina como e por que os educadores das universidades podem e precisam trabalhar como ‘um entre muitos’ para propor pedagogias críticas para a igualdade urbana. A discussão está embasada em duas experiências distintas: as escolas em rede da Habitat International Coalition América Latina (HIC-AL) – uma coalizão de organizações da sociedade civil, movimentos sociais e universidades que trabalham pela defesa de direitos humanos relacionados à moradia – e os processos de coaprendizagem com ativistas pelos direitos à moradia facilitados pelo Indian Institute for Human Settlements (IIHS) – uma instituição educacional nacional comprometida com a transformação igualitária, sustentável e eficiente dos assentamentos na Índia. Ambas as experiências enfatizam a criação de pedagogias críticas que procuram fundamentalmente romper, reformular e reposicionar relações institucionais de saberes e práticas de aprendizagem ao propor capacidades para uma transformação urbana transformadora. A análise demonstra como as injustiças epistêmicas – muitas vezes proliferadas em e por instituições de ensino superior – podem ser neutralizadas e porque promover a justiça epistêmica exige o reposicionamento das universidades como uma contra muitas em um ecossistema mais amplo de pedagogias urbanas, em diálogo aberto e produtivo com novas formas institucionais, definidas por Boaventura de Sousa Santos como a ‘pluriversidade’ e a ‘subversidade’

Um Entre Muitos: instituições de ensino superior em um ecossistema de pedagogias urbanas

This paper explores how and why pedagogues within universities can and need to work as ‘one amongst many’ to advance critical pedagogies for urban equality. The discussion draws on two contrasting experiences: the networked schools of the Habitat International Coalition in Latin America (HIC-AL) – a coalition of civil society organizations, social movements and universities working in defense of habitat-related human rights – and the co-learning processes with housing rights activists activated by the Indian Institute for Human Settlements (IIHS) – a national education institution committed to the equitable, sustainable and efficient transformation of Indian settlements. Both experiences place emphasis on crafting critical pedagogies that seek to fundamentally disrupt, re-frame and re-position institutional relations of knowledges and learning practices, while advancing capacities for transformative urban change. The analysis demonstrates how epistemic injustices – often proliferated in and by higher education institutions – can be counteracted, and why fostering epistemic justice requires re-positioning universities as one amongst many in a wider ecosystem of urban pedagogies, in open and productive dialogue with new institutional forms that Boaventura de Sousa Santos defines as the ‘pluriversity’ and the ‘subversity’.Este artigo examina como e por que os educadores das universidades podem e precisam trabalhar como ‘um entre muitos’ para propor pedagogias críticas para a igualdade urbana. A discussão está embasada em duas experiências distintas: as escolas em rede da Habitat International Coalition América Latina (HIC-AL) – uma coalizão de organizações da sociedade civil, movimentos sociais e universidades que trabalham pela defesa de direitos humanos relacionados à moradia – e os processos de coaprendizagem com ativistas pelos direitos à moradia facilitados pelo Indian Institute for Human Settlements (IIHS) – uma instituição educacional nacional comprometida com a transformação igualitária, sustentável e eficiente dos assentamentos na Índia. Ambas as experiências enfatizam a criação de pedagogias críticas que procuram fundamentalmente romper, reformular e reposicionar relações institucionais de saberes e práticas de aprendizagem ao propor capacidades para uma transformação urbana transformadora. A análise demonstra como as injustiças epistêmicas – muitas vezes proliferadas em e por instituições de ensino superior – podem ser neutralizadas e porque promover a justiça epistêmica exige o reposicionamento das universidades como uma contra muitas em um ecossistema mais amplo de pedagogias urbanas, em diálogo aberto e produtivo com novas formas institucionais, definidas por Boaventura de Sousa Santos como a ‘pluriversidade’ e a ‘subversidade’

Evaluation of clinico-pathological reports and recurrence of 20 cases of localized gingival overgrowths

The aim of the present study was to assess the clinico-histopathological picture and to examine the recurrence of various localized hyperplastic gingival growths after their surgical treatment. Twenty patients of localized hyperplastic gingival outgrowth were evaluated in the present clinico-histopathological study. The data regarding age, sex, location, size, and duration of lesion were summarized. After 4 weeks of initial therapy, an excision of the growth with conventional flap surgery was performed. The excised tissues were sent for histopathological analysis, and the lesions were reclassified into four groups. All the patients were recalled after 3 and 6 months to study the recurrence of the growth. Twenty lesions were inspected, the pyogenic granuloma was the most common (55%), followed by peripheral fibroma (25%), peripheral giant cell granuloma (15%), and calcifying fibroblastic fibroma (5%). Out of the twenty lesions evaluated, the pyogenic granuloma was the most common with no recurrence in any case