Crisis, Disorder and Management: Smart Cities and Contemporary Urban Inequality

Nugent, David; Suhail, Adeem

doi:10.1007/978-3-030-51724-3_8

Cited by 7 publications

(7 citation statements)

References 41 publications

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“…It is equally important to focus on the factors that determine the formation of the subjectivity of modern students in the educational activities of the university [38]. The main problem now is productive and effective innovations that will help return education to its original values and goals, update and enrich the content and methodology, making it more environmentally friendly in relation to the development of children, adolescents, youths and adults [42,42].…”

Section: Research Resultsmentioning

confidence: 99%

Environmental friendliness of educational innovations and agency of consumption of educational services

et al. 2021

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The environmental imperative is one of the leading imperatives of our time. Its understanding varies widely in different contexts. One such object is educational innovation. The theoretical basis of variations is two main groups of ideas: 1) the idea of development as a process and a result of gradual, “stable”, often “planned” / projected quantitative “accumulations”, and 2) the idea of development as a crisis, coupled with periods of abrupt / revolutionary, “emergent integrative and qualitative transformations, the exit of the system from the state of homeostasis to a new state, transparent for its members. The purpose of the study is to analyze the problems of environmental friendliness of educational innovations in the context of ensuring the subjectivity of the consumption of educational services. The research method is a phenomenological theoretical analysis of the problems of educational innovations within the framework of traditional and modern concepts of the development of society. The concept of the development of society, reflecting the general ideas about its functioning and improvement, as well as the formation and development of its members, acts as the basis for education reforms. Each of the concepts provides its own view of the forms and goals of education as a process of formation and improvement of subjectivity.

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Section: Research Resultsmentioning

confidence: 99%

Environmental friendliness of educational innovations and agency of consumption of educational services

et al. 2021

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“…The demand for a smart city is usually a response -often pitched teleologically as necessary and unavoidable -to the urban growth and amalgamation characteristic of earlier stages of modernity (Sassen, 2001) and the technical, material, social and organisational problems this has caused. Some have argued pessimistically that this is basically elites commissioning technology to cement their own position and sustaining the hierarchies that led to the problems in the first place (Nugent and Suhail, 2021). Networked technology is also a security/hacking risk for policing (Ismagilova et al, 2020;Kitchin and Dodge, 2019).…”

Section: Smart Cities As Policy Locimentioning

confidence: 99%

Digital Modernity

O’Hara

2022

FNT in Web Science

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Modernity" is a social, cultural or historical descriptor for a certain type of society or set of social arrangements. This monograph reviews narratives of digital modernity, without endorsing them; as narratives, they selectively discuss aspects of our sociotechnical context, descriptively, teleologically or normatively. Digital modernity narratives focus on the possibilities of the data gathered by an ambient data infrastructure, enabled by ubiquitous devices such as the smartphone, and activities such as social networking and e-commerce. Some emphasise continuities with 20th century modernity narratives, while others emphasise discontinuity, such as theories of the singularity. Digital modernity is characterised by: a subjunctive outlook where people's choices can be anticipated and improved upon; the valorisation of disruptive innovation on demand; and control provided by data analysis within a virtual realm (cyberspace or the metaverse) which can be extended and applied to the physical world (in such applications as the quantified self and the smart city). The synergies and tensions between these three aspects are explored, as are the opportunities for and dilemmas posed by misinformation. Five principles emerge from the study of relevant texts and business models: (1) the quantity of data being produced in the world has enabled, and been enabled by, technological, social, economic and

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“…They also ignore “engaging with local identities and aspirations of a range of stakeholders” ( Praharaj & Han, 2019 , p. 1). Further, smart cities are biased towards a certain section of the population ( Basu, 2019 ; Beretta, 2018 ; Datta, 2018a ; Nugent & Suhail, 2021 ; Praharaj, 2021 ; Seta et al, 2015 ; Shelton & Lodato, 2018 ; Vanolo, 2014 ). Specifically, in the Global South context, smart cities have been accused of ignoring the digital divide (see Praharaj, 2021 ; Tewathia et al, 2020 ; Yadav & Patel, 2015 ).…”

Section: Introductionmentioning

confidence: 99%