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We live in an increasingly urban, increasingly unequal world. This is nowhere more evident than in cities of the global South, where many residents face deep injustices in their ability to access vital services, participate in decision-making or to have their rights recognised as citizens. In this regard, the rallying cry of the Sustainable Development Goals (SDGs) to 'leave no one behind' offers significant potential to guide urbanisation processes towards more equitable outcomes, particularly for the urban poor. Yet the SDGs have also faced a series of criticisms which have highlighted the gaps and silences in moving towards a transformative agenda. This article explores the potentials of adopting a relational lens to read the SDGs, as a mechanism to navigate these internal contradictions and critiques and build pathways to urban equality. In particular, it offers three questions if we want to place urban equality at the heart of the agenda: who owns the city; who produces knowledge about the city; and who is visible in the city? Drawing from the practices of organised groups of the urban poor, this article outlines the key lessons for orienting this agenda towards the relational and transformative aims of urban equality.

Feminist, Southern, and decolonial thinkers have long argued that epistemological questions about how knowledge is produced and whose knowledge is valued and actioned are crucial in addressing inequalities, and a key challenge for planning. This collaborative article interrogates how knowledge is mobilised in urban planning and practice, discussing three experiences which have actively centred often-excluded voices, as a way of disrupting knowledge hierarchies in planning. We term these "emancipatory circuits of knowledge" - processes whereby diverse, situated, and marginalised forms of knowledge are co-produced and mobilised across urban research and planning, to address inequalities. We discuss experiences from the Technological University José Antonio Echeverría (CUJAE), a university in Havana, Cuba, that privileges a fluid and collaborative understanding of universities as social actors; the Sierra Leone Urban Research Centre, a research institute in the city of Freetown, which curates collective and inclusive spaces for community action planning, to challenge the legacies of colonial-era planning; and the Asian Coalition for Housing Rights, a regional network across Asia, which facilitates processes of exchange and co-learning which are highly strategic and situated in context, to advance community-led development. Shared across these "emancipatory circuits" are three "sites of impact" through which these partners have generated changes: encouraging inclusive policy and planning outcomes; shifting the planning praxis of authorities, bureaucrats, and researchers; and nurturing collective trajectories through building solidarities. Examining these three sites and their challenges, we query how urban knowledge is produced and translated towards epistemic justice, examining the tensions and the possibilities for building pathways to urban equality.

Cuba's capacity to confront challenging scenarios has been internationally recognised and its health system and ability to respond to complex contexts under an overall principle of equality acknowledged. During the pandemic, however, several crises have challenged Havana's ambitions of equality. COVID-19 coincided with the exponential impacts of the United States blockade and the inequalities created by the processes of economic opening up during the last decade. Acknowledging that Cuban universities, as public institutions, have historically played a key role in engaging with social problems, this paper asks what the role of universities is in the context of COVID-19, what ethical considerations are inherent in this role, and how these can be navigated. Drawing on the experience of an interdisciplinary research project, KNOW-Havana, the article discusses several ethical 'hotspots' or challenges faced by the university while conducting research during the pandemic, around questions of redefining proximity, the politics of time, and the duties of care. We discuss principles to navigate these challenges such as rethinking benefits, risks, relationality, responsibility, commitment, trust, reciprocity, flexibility, and care ethics. These provide insights to rethink what knowledge co-production for equality means in Havana. We conclude by reflecting on their importance for universities in a post-pandemic future.

Abstract

Background and Purpose: This research aims to achieve two main objectives: to investigate differences between male and female managers regarding the perceived gender equality in organizations and to analyze the gender differences in relationships among the perceived gender equality, the perceived satisfaction with employment position and career, the perceived satisfaction with work, and the perceived work-family conflict.

Design/Methodology/Approach: The sample of research includes 82 managers in Slovenian organizations. In first stage, we analyzed with t-test differences between male and female regarding perceived gender equality in decision-making positions. In the next step we developed the conceptual models and used structural equational modeling (SEM), and analyzed differences between constructs in two conceptual models.

Results: The research results show that female managers perceive gender equality in organizations in general to be significantly lower than males; furthermore, perceived gender equality is positively related to the perceived satisfaction with employment position and career as well as to the perceived satisfaction with work, but both relationships are significantly stronger for female managers. On the other hand female managers seems to cope more efficiently with the perceived work-family conflict since it has significantly different impact on female managers' perceived satisfaction with work, as compared to the male managers.

Conclusion: To achieve more gender equality within organizations and a reduction of the gender gap, the legislative initiatives cannot be successful without appropriate corporate strategy sets, which presents the framework for doing business and determines the internal working culture. The findings offer several policy, as well as business practice-oriented implications.

Equal distribution of public services was explored in 1976 by examining the distribution of public libraries in several Va cities: Norfolk, Richmond, Hampton, Newport News, Alexandria, Roanoke, Lynchburg, Chesapeake, & Virginia Beach. Indicators of service quality included total book stock, number of newspapers & periodicals, personnel composition, & budget expenditures. Another indicator of equality was the distribution of park services for many of these cities, determined by extent of facilities, acreage, hours of operation, & general location. Some inequalities were noted in library services to the poor in 50% of the cities, while park services tended to favor black areas. To account for differences in park & library services for blacks, organizational rules & distributional decisions were analyzed. Decisions are a function of administrative routine & organizational rules. Libraries with high user rates received greater allocations, while parks resources were determined by physical size & usage. Location of these facilities is not a function of administrative decision making, & neighborhood composition were usually different when locations were decided. Organizational rules & routines in decision making provide objective solutions to distributional tasks & sometimes have particular distributional outcomes. 1 Table. L. Kamel.

Urban planning as a networked field of governance can be an essential contributor for de-colonising planning education and shaping pathways to urban equality. Educating planners with the capabilities to address complex socio-economic, environmental and political processes that drive inequality requires critical engagement with multiple knowledges and urban praxes in their learning processes. However, previous research on cities of the global South has identified severe quantitative deficits, outdated pedagogies, and qualitative shortfalls in current planning education. Moreover, the political economy and pedagogic practices adopted in higher education programmes often reproduce Western-centric political imaginations of planning, which in turn reproduce urban inequality. Many educational institutions across the global South, for example, continue teaching colonial agendas and fail to recognise everyday planning practices in the way cities are built and managed. This article contributes to a better understanding of the relation between planning education and urban inequalities by critically exploring the distribution of regional and global higher education networks and their role in de-colonising planning. The analysis is based on a literature review, quantitative and qualitative data from planning and planning education networks, as well as interviews with key players within them. The article scrutinises the geography of these networks to bring to the fore issues of language, colonial legacies and the dominance of capital cities, which, among others, currently work against more plural epistemologies and praxes. Based on a better understanding of the networked field of urban planning in higher education and ongoing efforts to open up new political imaginations and methodologies, the article suggests emerging room for manoeuvre to foster planner's capabilities to shape urban equality at scale.

The residential environment plays a significant role in a city's sustainable development. It should also contribute to inclusion and equality in the socio-cultural dimension. Each year in Riga, capital city of Latvia, new residential developments appear. Little is known about how these developments contribute to the overall goal of sustainability, especially in terms of inclusion and equality. This research focuses on several issues related to inclusion and equality in Riga's 21st century residential developments, with the aim of gaining a deeper understanding of current trends as well as possible evolution. Theoretical methods include analysis of urban and architectural plans, legislation, strategies, development programmes and other documented sources. Empirical methods include field studies and the analysis of statistical and sociological data. The major findings indicate that the first steps towards sustainable urbanism have been taken. However, isolation, creation of gated communities, urban fragmentation and segregation have led to a mediocre situation in terms of inclusion and equality. The current situation should be improved in order to increase the quality of life of all citizens and to contribute to the goal of sustainable development. Keywords: residential environment; inclusion and equality; sustainable urbanism; housing developments