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Learning Cities

Part of the Cultural Studies and Transdisciplinarity in Education Book Series (volume 8)

Editors: Nichols, Sue; Dobson, Stephen

DOI: 10.1007/978-981-10-8100-2

ISBN: 978-981-10-8098-2

Publisher: Springer Singapore - Springer Journals

Mar 30, 2018

1 - 10 of 15 Chapters

Available

Introducing Learning Cities

Nichols, Sue

Pages: 1 –6

[In introducing the book, this chapter begins by identifying the lines of thought signalled by the title ‘Learning cities’. First, learning happens in the places and spaces where we dwell, work, recreate and pass through. Second, how to live in these places and spaces is learned, as we observe,...
Available

Researching and Photographing Cities: Getting Started

Knowles, Caroline

Pages: 9 –21

[This chapter raises preliminary issues and questions intended for those undertaking urban investigation through the camera lens. It issues an invitation to think critically about what a photograph is and how photography might be deployed in critical urban research and commentary. Entire cities...
Available

Coming to Our Senses: Multiculturalism, Urban Sociology and ‘the Other’ Senses

Rhys-Taylor, Alex

Pages: 23 –36

[The sensuous aspects of everyday experience are often ignored by sociology in favour of abstract generalisations. While recent developments in visually sensitive urban sociology are to be welcomed, the full range of the senses remains to be explored. This chapter explores urban experience...
Available

English Literacies in Medellín: The City as Literacy

Mora, Raúl Alberto; Pulgarín, Carla; Ramírez, Natalia; Mejía-Vélez, María Camila

Pages: 37 –60

[Is there such a thing as a monolingual city? That question drove the inquiry and analysis reported here of English as a language and semiotic resource in physical spaces in the city of Medellín, Colombia. Combining ethnographic methods with our conceptual framework of ‘city as literacy’, the...
Available

Who Is a City for? Reflections on Children’s Narrative- and Design-Led Explorations

Edmonds, Angelique

Pages: 61 –76

[Enrique Peñalosa, former mayor of Bogota, believes that ‘Children are a kind of indicator species. If we can build a successful city for children, we will have a successful city for all people’ (Peñalosa E, Ives S: The politics of happiness. Land and people, Spring, 2002, n.p.). The concept of a...
Available

Signs of the City: Metropolis Speaking

Horn, Stefan

Pages: 77 –94

[The city is an ocean of signs. In our modern, urban society, we are surrounded by a culture of glittering signs and images: commercial and political hoardings, private messages, spontaneous markings, bombastic graffiti and penetrating advertising and rules and regulations. They seek an...
Available

Walking Through Spiritual Neighbourhoods: A Photo Essay

Heng, Terence

Pages: 95 –107

[How do individuals make sense of and learn to engage in spiritual spaces and places? This visual essay recounts the activities, rituals and everyday lives of individuals operating and worshipping with sintua (spirit altars) as they go about celebrating various events in their religious calendar....
Available

Urban Pedagogy and the Need to Develop City Skills

Dobson, Stephen

Pages: 111 –129

[This chapter argues for urban pedagogy as a form of research and inquiry where urban experiences and the need to develop city skills are central. This is explored from a number of perspectives, such as educating the senses, bildung and the higher rate of stimuli in the city. Urban pedagogy, as...
Available

Commercial Ethnography: What Are Education Researchers Doing in the Mall?

Nichols, Sue

Pages: 131 –146

[This chapter presents an argument that commercial environments and activity systems are important contexts in which children learn how to participate and negotiate within social relations of consumption. It challenges the view that young children should be sheltered from participation in...
Available

Learning Around Iconic Buildings: Maps of Experience in the Making

Budach, Gabriele

Pages: 147 –168

[This chapter focuses on engagement with iconic buildings as a type of place-based learning. Engagement is here understood as multimodal interaction which involves seeing, talking, listening, walking or handling things in the material world. Two sites of engagement are under examination. First is...

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