Design for the Right to the Smart City in More-than-Human Worlds

Environmental concerns have driven an interest in sustainable smart cities, through the monitoring and optimisation of networked infrastructure processes. At the same time, there are concerns about who these interventions and services are for, and who benefits. HCI researchers and designers interested in civic life have started to call for the democratisation of urban space through resistance and political action to challenge state and corporate claims. This paper aims to add to the growing body of critical and civic led smart city literature in HCI by leveraging concepts from the environmental humanities about more than human worlds, as a way to shift understandings within HCI of smart cities away from the exceptional and human centered, towards a more inclusive understanding that incorporates and designs for other others and other species. We illustrate through a case study that involved codesigning Internet of Things with urban agricultural communities, possibilities for creating more environmentally and socially just smart cities

Raising awareness for water polution based on game activities using internet of things

Awareness among young people regarding the environment and its resources and comprehension of the various factors that interplay, is key to changing human behaviour towards achieving a sustainable planet. In this paper IoT equipment, utilizing sensors for measuring various parameters of water quality, is used in an educational context targeting at a deeper understanding of the use of natural resources towards the adoption of environmentally friendly behaviours. We here note that the use of water sensors in STEM gameful learning is an area which has not received a lot of attention in the previous years. The IoT water sensing and related scenaria and practices, addressing children via discovery, gamification, and educational activities, are discussed in detail

“Carbon literacy practices”: textual footprints between school and home in children’s construction of knowledge about climate change

This paper examines the notion of “carbon literacy practices” through reporting on a small research project aimed at understanding how children make sense of climate change, and their subsequent related practices at school, at home, and in the community. Drawing on a background in New Literacy Studies (e.g. Barton et al 2000; Satchwell & Ivanic 2009 and 2010), the paper explores the relationships among children’s understanding of climate change, their literacy practices in relation to climate change, and their environmental social practices. Data is included from a project involving children and their families from three primary schools – with and without “eco-school” status, which asked: What and how do children learn about climate change at school? What and how do they learn at home and outside of school? How do these kinds of learning relate to each other, and how is what they learn put into practice? Put simply, how might children become “carbon literate” citizens? This article will report on the methodological challenges of the project and the use of some innovative methods to address these using mobile technologies. In addition, the paper interrogates the notion of children as agents of change. The concept of children influencing the behaviour of others sounds convincing, but is based on a straightforward model, described by Shove (2010) as the ABC model – which is considered an effective strategy in health care (stopping parents smoking) and in marketing (persuading parents to buy certain products), but is not necessarily transferable to other contexts. Further, it is clear from work in literacy studies and education (Ivanic et al 2009; Gee 2003; Reinking et al 1998; Tuomi-Grohn and Engestrom 2003) that the transfer of linguistic and semiotic signs is by no means equivalent to the transfer of knowledge, values or functions. In other words, a school lesson or a computer game about climate change and its effects does not automatically mean that a child will turn the lights off at home. The paper considers these issues with reference to qualitative data collected from observations, conversations on “Twitter”, focus groups, and individual interviews

Bonds and bridges : social and poverty

Using the lens of social capital-especially bridging or cross-cutting ties that cut across social groups and between social groups and government-provides new insights into policy design. Solidarity within social groups creates ties (bonding social capital) that bring people and resources together. In unequal societies, ties that cut across groups (bridging social capital) are essential for social cohesion and for poverty reduction. The nature of interaction between state and society is characterized as complementarity and substitution. When states are functional, the informal and formal work well together-for example, government support or community-based development. When states become dysfunctional, the informal institutions become a substitute and are reduced to serving a defensive or survival function. To move toward economic and social well-being, states must support inclusive development. Investments in the organizational capacity of the poor are critical. Interventions are also required to foster bridging ties across social groups-ethnic, religious, caste, or racial groups. Such interventions can stem from the state, private sector, or civil society and include: Changes in rules to include groups previously excluded from formal systems of finance, education, and governance, at all levels. Political pluralism and citizenship rights. Fairness before the law for all social groups together. Infrastructure that eases communication. Education, media, and public information policies that reinforce norms and values of tolerance and diversity.Social Capital,Public Health Promotion,Education and Society,Decentralization,Community Development and Empowerment,Poverty Assessment,National Governance,Governance Indicators,Social Capital,Community Development and Empowerment

The Roles of Policy, Conceptualizations, and Pedagogical Methods in Teaching about Sustainable Consumption in Higher Education: A Mixed Methods Study

This study sought to understand how sustainable consumption (SC) is taught within Canadian post-secondary education (PSE) institutions. More specifically, this study investigated how faculty define and conceptualize SC, both personally and within their classrooms, how they teach about SC, and how they came to teach about it in those ways. Connections between content and methods to international, national and/or institutional policies were also explored. This study was part of a larger project conducted by the Sustainability and Education Policy Network (SEPN). SEPN analyzes and compares sustainability policy development and enactment within kindergarten to grade 12 (K-12) schools and PSE institutions across Canada. The current study was situated within the national survey component of the SEPN project and utilized an embedded mixed methods design. Data included survey results, semi-structured interviews, and course materials provided by six faculty members. Data analysis stemmed from the philosophical viewpoint of constructivism. From this analysis, faculty members’ definitions of SC were categorized as either futures thinking or needs-based thinking. Faculty members’ conceptualizations of SC within their classrooms were categorized according to four overarching themes of: functional, sociological, psychological, and economic considerations. While faculty members utilized a variety of teaching methods, those that were also compatible with social learning theory were particularly useful in overcoming barriers. Teaching methods developed from a variety of factors unique to each individual but generally resulted from their education, research, reading, personal and work experiences, and relationships. Most participants appeared to be somewhat influenced by policies, though this influence was not always readily apparent. This study provides a useful addition to the literature as few studies assess faculty members’ conceptualizations of SC and it also provides an in-depth overview of possible conceptualizations and teaching methods