This thesis presents a critical alternative approach in strategy within (post-disaster re-)development. It describes the relevance of urbanism and urban planning in this practice. The approach links educational development projects to overall improvement of infrastructure by structuring resilient and sustainable interventions as principal objectives. Incentives are prioritized in organizational schemes in order to argument the applicability of interventions which need to be agglomerated by beneficiaries as well as local government officials and initiating NGOs. Adjacent it argues for a reflexive attitude in planning. These configure situated projects following the social landscape, evolving towards an operational, heuristic, landscape, and finally improving the overall public domain. It corresponds more efficiently to the local (cultural) situation. The prioritization of incentives indicate that this paper reflects on the complexity of intervening in an urban context heavily influenced and depending on informal economic activity, a political attitude which rejects the status quo, and the desperate need for (low-threshold) accessible facilities and services. The arguments are built upon literature studies, empirical findings, and follow a method drawn upon a (pedagogic) approach which connects a situated educational paradigm to a syncretized development discourse. As a critique to the current practice, it enables local identity to be incorporated and integrated in the process of building, planning, and learning.?