infoscape: the virtual landscape of information
First Infoscape refers to the information and knowledge generated through the modalities of the pre-industrial city.
Second Infoscape refers to the information and knowledge generated in the industrial city (the second generation city, the city of infrastructures, transactions, sensors…)
The Third Infoscape refers to the information generated through the myriads of micro-histories, through the progressive, emergent and polyphonic sedimentation of the expressions of the daily lives of city dwellers (…) Casagrande uses the concept of the ruin to define the Third Generation City as the «ruin of the industrial city» and as the «industrial city ruined by people – human nature as part of nature.» (…) Uniting all of its elements, Human Ecology transforms the Third Infoscape into a commons, making it accessible, usable and performable, and opening up to the second stage of the working hypothesis, dedicated to creating a transparent, clear, trusted, high-quality relational environment dedicated to co-managing this novel form of public space.
The Third Landscape is the part of the natural environment that grows in-between bricks and stones, it is the grass that lives between train tracks, it is the natural space that finds its life in the cracks of the walls, or in the places of our cities to which we don’t pay much attention. It is the natural space of our cities which has not yet been encoded. It is not found in the flowerbeds and hedges which our city administrations define through borders and limits: please keep off the grass, this is a bureaucratically instituted flowerbed.
Excerpts from Data and the city by Salvatore Iaconesi and Oriana Persico, published in Hybrid City 2015 Conference Proceedings. Quote taken from their Art is Open Source website
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SULP: Synergetic Urban Landscape Planning
This is an integrated approach that allows us to explore, imagine and plan synergies so as to accelerate the transition to a liveable, low carbon city. During the research process, SULP has continuously been reinforced by incorporating the results of the separate studies on water, climate, energy, urban agriculture and nutrients. Synergetic urban landscape planning forms the bridge between CO2 and livability goals on the one hand, and principles for sustainable urban development on the other.
More on SULP here
In the context of increasing pressure on public administrations to become entrepreneurial, financial capital has had a growing role in shaping cities across the world (…) In the financialised city, buildings are “no longer something to use, but to own (with the hope of increased asset-value, rather than use-value, over time).” When the exchange-value of buildings gains prominence over their use-value, they lose all relationship with actual needs and become acting “similarly to how financial products are being created and sold that have lost any connection with real production or a real economy” (…) In the context of the crisis, many local and cultural communities witnessed their spatial and economic resources diminishing with the drainage of funding and the withdrawal of institutional support (…) as a response, many of these communities set themselves to create spaces and services on their own (…) These new forms of governance contributed to the formal or informal extension of the field of actors in urban development and to the outsourcing of “former public tasks and services to volunteer organisations, community associations, non-profit corporations, foundations, and private firms” (…) The engagement of non-institutional and non-profit actors in renovating, operating and managing civic spaces brought participation to a new level: instead of expressing consent or dissent related to a planned development project, or even contributing to the program or design of a new urban area, many communities took the initiative into their own hands and became developers – urban pioneers, spatial entrepreneurs or city makers – themselves.
Daniela Patti & Levente Polyak (eds.), 2017. Funding the Cooperative City: Community Finance and the Economy of Civic Spaces, Vienna: Cooperative City Books
Funding the Cooperative City is a research and advocacy project initiated by the Rome- Vienna-Budapest-based organisation Eutropian.
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- Marshal/1950: Citizen is bestowed on those who are full members of a community-Educations as a social right/ Right of the adult citizen to have been educated instead of the right of the child to go to school.
- Banks/2008: Citizen should be expanded to include cultural democracy and cultural citizenship as all liberal democracies are multi ethnic or multinational.
- Mossberger et al./2008: Citizen defines as representing capacity, belonging, and the potential for political and economic engagement in society in the information age
Becoming and Belonging and the Capabilities to do so.
- Capabilities to do so_McGillivray et al/2016: pedagogies need to be aligned with technologies to prepare both students and teachers to deal with the opportunities and threats of a digitally mediated world (…) Kymlicka/ 2002: Education for digital citizenship is not simply a matter of information, knowledge and know-how but it is also a matter of interpersonal and inherently ethical relations (…) Sen/1976: shift from mere technologies to what they enable people to do.
- Becoming_Arendt/1958: the newcomer possesses the capacity of beginning something anew, human condition is connected to labor, work and action. With action in plurality we become a someone. Education is when we decide we love the world enough to assume responsibility for it.
- Belonging_Bauman/1997: Inclusion as difference. Difference is not merely unavoidable but good, precious and in need of protection. A chance to reconsider individual freedom in diversity. Lingis/1994: community of those who have nothing in common is constituted by our response to the stranger (…) in our system of laws and our social institutions we recognize our formulated experience, our judgement, our debated consensus-in our rational enterprises we find nothing alien to us, we find ourselves (…) Biesta/ 2004: communication is ontologically prior to community but establishes community in the act of our response. What constitutes this other community inside the rational community is our responsiveness (…) Giroux/2011: pedagogy is a mode of witnessing, a public engagement in which students learn to be attentive and responsible to the memories and narratives of others
Hybridity: term originates from Latin and has roots in biology. It refers to cross-fertilization or amalgamation, the adoption and integration of elements from foreign cultures for Greeks and Romans, the international style in archaeology where no culture predominates (…) the term is closely connected to post-colonialism and multicultural awareness, it is an effort to remove negative connotations from words such as bastard or mongrel (…) Bhabha/1994: it is not a sequential blend of sth like flipped classroom or blended learning but it is sth other, a new breed, sth that is at least at two places at once. (…) an effect of globalization/ hybridity emerges through the multitude of identities as a reality of the global classroom (…) Deleuze-Guattari/1980: a seamless and continuous flow wothout beginning and end akin to a rhizome (…) as a philosophical concept it suggests hesitation at a threshold (…) Stommel/2012: hybrid education is characterized by disruption, open-endedness, risk-taking, experimentation, empathy, dialogue and critical creativity.
Pedersen, A.Y., Nørgaard, R.T., Köppe, C., 2018. Patterns of Inclusion: Fostering Digital Citizenship through Hybrid Education. In Educational Technology & Society, 21 (1), 225-236
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