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This invited reflective piece seeks to contextualize the journal’s special issue on cultural competency in urban affairs programs from a learning-sciences perspective, which centers on how students learn. The author reflects on his own teaching practices, introduces key frameworks—such as praxial pedagogy, understanding by design, and activity systems—and incorporates insights from all of the articles comprising the special issue.

Invited Commentary | Aligning Our Pedagogy and Practices with Our Cultural Competency Goals