How Cities Learn


Book Description

How Cities Learn traces the circulation of bus rapid transit (BRT) to understand how and why it was widely adopted in South Africa. Investigates the global proliferation and localization of BRT Examines the production and distribution of transportation knowledge in the global south Addresses the spatial and social legacy of apartheid in South African cities Reveals a new way of understanding the intersections between policy, people and place Essential reading for scholars of geography, politics, sociology and transportation, as well as urban planners and practitioners




Beyond Smart Cities


Book Description

The promise of competitiveness and economic growth in so-called smart cities is widely advertised in Europe and the US. The promise is focussed on global talent and knowledge economies and not on learning and innovation. But to really achieve smart cities – that is to create the conditions of continuous learning and innovation – this book argues that there is a need to understand what is below the surface and to examine the mechanisms which affect the way cities learn and then connect together. This book draws on quantitative and qualitative data with concrete case studies to show how networks already operating in cities are used to foster and strengthen connections in order to achieve breakthroughs in learning and innovation. Going beyond smart cities means understanding how cities construct, convert and manipulate relationships that grow in urban environments. Cities discussed in this book – Amman, Barcelona, Bilbao, Charlotte,Curitiba, Juarez, Portland, Seattle and Turin – illuminate a blind spot in the literature. Each of these cities has achieved important transformations, and learning has played a key role, one that has been largely ignored in academic circles and practice concerning competitiveness and innovation.




Learning the City


Book Description

Learning the City: Translocal Assemblage and Urban Politics critically examines the relationship between knowledge, learning, and urban politics, arguing both for the centrality of learning for political strategies and developing a progressive international urbanism. Presents a distinct approach to conceptualising the city through the lens of urban learning Integrates fieldwork conducted in Mumbai's informal settlements with debates on urban policy, political economy, and development Considers how knowledge and learning are conceived and created in cities Addresses the way knowledge travels and opportunities for learning about urbanism between North and South




How Cities Learn


Book Description

How Cities Learn traces the circulation of bus rapid transit (BRT) to understand how and why it was widely adopted in South Africa. Investigates the global proliferation and localization of BRT Examines the production and distribution of transportation knowledge in the global south Addresses the spatial and social legacy of apartheid in South African cities Reveals a new way of understanding the intersections between policy, people and place Essential reading for scholars of geography, politics, sociology and transportation, as well as urban planners and practitioners




Learning Cities, Learning Regions, Learning Communities


Book Description

This book explores the mental and social landscape of the city of today and tomorrow; the way in which people think, interact, work together, learn and live with and among each other. Written to address the urgent need for a guide to the principles and practices of lifelong learning, the topics covered include: an introduction to the idea of learning cities policies and strategies for the learning city, including examples form around the world how to activate learning, involve stakeholders and encourage citizen participation in a learning city or region. Written by one of the world’s foremost thinkers in the field, this book is highly readable and easily accessible to anyone interested in the issues addressed. Workers in local, regional and national government, academics and students of lifelong learning, in addition to anyone with an interest in the future of cities and communities will find this a truly invaluable resource and guide to a way of thinking that many see as the way to a better tomorrow.




Learning the City


Book Description

This book explores a cultural understanding of cities and processes of civic learning by scrutinizing urban educational topics from a cultural studies perspective. This book approaches the city as a cultural fabric that consists of social, material and symbolic dimensions, and describes how civic learning is not an accidental outcome of cities but an essential component through which citizens coproduce the city. Through a combination of theoretical development and methodological reflection the chapters in the book explore three interrelated questions addressing the relationships between culture, learning and the city: How does civic learning appear in urban spaces? How does civic learning take place through urban spaces? How are urban spaces created as a result of civic learning?




Learning Cities


Book Description

This book is an interdisciplinary text exploring the learning and educative potentials of cities and their spaces, including urban and suburban contexts, at all stages of life. Drawing on the insights of researchers from diverse fields, such as education, architecture, history, visual sociology, applied linguistics and sensory studies, this collection of papers develops and demonstrates the connection between experience, in all its dimensions, and informal learning in the city. The chapters discuss various sensory domains of experience, considering visual, embodied, and even sexual dimensions in relation to what and how learning operates, and the contributors reflect on their learning and inquiring experiences in the city, with special reference to topics such as narrativity, ‘race’ and ethnicity, equity, urban literacy, re-generation, participation, representation and oral histories.




How Cities Learn


Book Description

As technologies become increasingly complex and embedded in cities, they are less and less intelligible with existing urban governance frameworks. In response, actors in cities around the world are taking up urban experimentation. The goal of this dissertation is twofold: to understand how urban experimentation enables actors to create and govern technology that generates civic value, and under what conditions it contributes to social, economic and political adaptation over time. This is a question of how cities learn. An urban experiment is an intervention with a sociotechnical system in the public realm. It is explicitly bounded in space and time, it involves groups of actors from different sectors, and its goal is to evaluate the intervention. I elaborate civic value as an evaluative lens, and turn to pragmatist and evolutionary theories of political epistemology to provide a theoretical foundation for understanding market and state adaptation as a collective learning process. The dissertation presents a body of empirical research: a nested case study of 12 urban experiments across three cities (Boston, Montreal, Amsterdam), two domains (real property, transportation), and several control regimes (from formal regulation to no control). I synthesize descriptive results at each of these levels, and find that urban experiments are typically structured as Partnerships, Sandboxes, or Exceptions. I then examine urban experiments through a theoretical lens. Actors in these cases have three different ways of thinking about how an experiment creates civic value. The first two -- performative and stochastic experimentation -- are prevalent, and they align with today’s orthodox policy models. I find evidence that both can yield practical, short-term outcomes, in terms of creating technology or advancing regulation. However, there are critical conceptual faults related to uncertainty, power, and normalization. These experiments integrate sociotechnical systems only insofar as they fit existing urban governance frameworks. To some extent, these faults are resolved in a third approach -- emergent experimentation -- in which actors create and govern technologies in alternative (non-market, non-state) ways during the experiment. While the emergent approach is promising, the outcomes of an experiment are inevitably constrained to the narrow spectrum of organizational forms that are available in the market-state framework -- even if those conventional forms are ill-fit to sustain the civic value that emerged. No matter how inventive the experiment is, there remains a problem of stewarding civic value in perpetuity. I propose the civic corporation to fill that gap: a legal framework for new organization forms that have a duty to steward -- and perpetually rediscover -- civic value. In this way, emergent urban experimentation flows into ongoing structural adaptation. I argue that urban experimentation can become a technique for creating and governing technology in cities, if there exist stable but dynamic forms of distributed accountability and a structural capacity for learning with complex sociotechnical systems.




City Building Education


Book Description




Cities Learning from a Pandemic


Book Description

COVID-19 has stressed the condition of radical uncertainty that increasingly characterises our times and compels cities to learn new ways to cope with unexpected global urban challenges. The volume proposes preparedness as a key concept in urban geography, planning, and policy, inviting international scholars to discuss its pros and cons. Firstly, it builds a critical theoretical framework around the concept of preparedness in relation to the COVID-19 effects and other interconnected crises. Then, the authors put at work and redefine preparedness, starting from worldwide surveys, research experiences, public discourses and spatial strategies analysis in Europe and, more extensively, in Italy. Finally, the closing section goes beyond the view of preparedness as an emergency tool, proposing to interpret it more broadly as a technology supporting a sustainable urban transition. The book mainly targets academics in urban planning, policy, and geography. However, the prominence of the topic of preparedness makes the volume an essential reading not only within social sciences but further in engineering, basic sciences, and life science. In addition, the book provides directions to practitioners and civic leaders in supporting cities and regions to prepare themselves in the face of pandemics and unpredictable socio-environmental shocks.