Sharing local learning brings transformative change

Co-learning and knowledge brokerage activate this key by providing multi-stakeholder platforms that operate with the aim of sharing and transferring knowledge and methods for tackling urban challenges. One example of such a method is creating experimentation labs that focus on creating experiential environments where policy makers and citizens design, explore, experience and refine new ideas (policies, regulations, technologies etc.) in real-life scenarios. Another way to share local learning is through multi-stakeholder partnerships. These enable (among others) climate change-related transformations through the connection of multi-sectoral networks with individuals and organisations on the ground. This approach deals with the challenge of bringing together public, private and civil society representatives in ongoing processes of communication and exchange, in order to enable innovative solutions to complex problems. 

Building bridges between separate stakeholder groups is an essential part of learning translocallly for transformative change. This governance arrangement requires “intermediaries” to translate and enable communication (e.g., between civil society groups and governmental actors in order to realize a joint project).

Cities learning with and from each other addresses "Lack of effective knowledge brokerage and stewardship opportunities" as a driver of injustice. This driver refers to the ways in which (access to) useful information and know-how around sustainable urban interventions and their benefits is not shared effectively or equally. This is true among and across social groups, sectors or disciplines and thus constrains the potential for progress on sustainability and justice. For knowledge brokerage to not only be effective, but also inclusive and socially considerate, it needs to include and bring benefits to under-privileged and vulnerable groups. This key also addresses unfit institutional structures, because learning from and with other cities is an alternative to the dominant top-down and bureaucratic ways of working within cities that fail to address the realities of vulnerable residents, and challenges organizational rigidity. Because translocal learning also takes place across scales, for example between cities and central governments, this key might also help in identifying and addressing those barriers on a national level (e.g. regulations) that hamper transformative change at the city level.

• Personal and dynamic learning processes are important
• It is necessary to have an intentional process that adapts knowledge to local needs, interests and capacities, ideally starting with the specific problem at hand and then searching for a possible solution elsewhere.  
• We need safe spaces for free communication and exchange, especially those where we can talk about failure.
• Sharing lessons from failed projects, including mistakes made or obstacles faced, are a great opportunity for learning. So-called ‘sanitized stories’ and spaces that exclude this information are unhelpful.