This article provides an overview of the types of educational goals, pedagogical approaches, and substantive topics in planning education related to issues of diversity and social justice. The study is based on a content analysis of one hundred syllabi collected from more than seventy instructors from North American planning schools during 2012–2013. It presents a synthetic summary of the range of educational goals and pedagogical approaches. It describes the curricular content in the form of substantive topics. The article is intended to support efforts to incorporate issues of diversity and social justice in planning education.
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