Smart City Gnosys

Smart city article details

Title	Minor Data Reading The “Smart” City Through Engaged Pedagogy
ID_Doc	37111
Authors	Donovan G.T.
Year	2020
Published	Critical Reading across the Curriculum: Social and Natural Sciences
DOI	http://dx.doi.org/10.1002/9781119155317.ch6
Abstract	Chapter 6 draws from an educational ethnography of Designing Smart Cities for Social Justice, an undergraduate service-learning course, so as to unpack how a pedagogy of difference can provoke more critical readings of contemporary urban environments. “Smart urbanism” connotes the embedding of networked technologies in everyday objects as well as the reorienting of urban economies and education toward creative and high-tech modes of production. The course asks students to forgo designing urban technologies for the commercial exchange of resources or services and instead imagine how a smart city designed for social justice could help re-present and re-work uneven flows of wealth, power, and privilege. Building on Cindi Katz's formulation of “minor theory,” three learning and design practices are analyzed as a means of producing “minor data” or situated points of reference that help make legible phenomena ignored by smart urbanism's epistemological commitments to big data. © 2020 John Wiley & Sons, Inc. All rights reserved.
Author Keywords	big data; countertopography; difference; legibility; Lincoln Center; minor data; participatory design; pedagogy; service‐learning; smart urbanism

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