Educating the smart city:Schooling smart citizens through computational urbanism

Coupled with the ‘smart city’, the idea of the ‘smart school’ is emerging in imaginings of the future of education. Various commercial, governmental and civil society organizations now envisage education as a highly coded, software-mediated and data-driven social institution. Such spaces are to be governed through computational processes written in computer code and tracked through big data. In an original analysis of developments from commercial, governmental and civil society sectors, the article examines two interrelated dimensions of an emerging smart schools imaginary: (1) the constant flows of digital data that smart schools depend on and the mobilization of analytics that enable student data to be used to anticipate and shape their behaviours; and (2) the ways that young people are educated to become ‘computational operatives’ who must ‘learn to code’ in order to become ‘smart citizens’ in the governance of the smart city. These developments constitute an emerging educational space fabricated from intersecting standards, technologies, discourses and social actors, all infused with the aspirations of technical experts to govern the city at a distance through both monitoring young people as ‘data objects’ and schooling them as active ‘computational citizens’ with the responsibility to compute the future of the city

Silicon startup schools:technocracy, algorithmic imaginaries and venture philanthropy in corporate education reform

Technology companies are investing billions of dollars in educational technology, but also creating their own alternative schools. This article traces the emergence of four prototypical ‘silicon startup schools’ as exemplars of a technocratic mode of corporatized education reform: IBM’s P-TECH, part of its Smarter Cities program; AltSchool, a chain of schools based on ‘makerspaces’ established by a former Google executive; Kahn Lab School, a new ‘experimental’ school launched by the founder of the online Kahn Academy; and XQ Super School Project, a ‘crowdsourcing’ project to redesign American high schools funded philanthropically by the wife of Steve Jobs of Apple. Startup schools are analysed as prototype educational institutions that originate in the culture, discourse and ideals of Silicon Valley venture capital and startup culture, and that are intended to relocate its practices to the whole social, technical, political and economic infrastructure of schooling. These new schools are being designed as scalable technical platforms; funded by commercial ‘venture philanthropy’ sources; and staffed and managed by executives and engineers from some of Silicon Valley’s most successful startups and web companies. Together, they constitute a powerful shared ‘algorithmic imaginary’ that seeks to ‘disrupt’ public schooling through the technocratic expertise of Silicon Valley venture philanthropists

Leg Ulcer Care: Should we be Washing the Legs and Taking Time for Effective Skin Care? (Debate)

The article presents a debate regarding the issues related to the practice of washing and/or cleansing as part of effective skin care of patients with ulceration of the lower limb. Topics discussed include the Leg Club approach, the Sheffield Teaching Hospital Foundation Trust Community Leg Ulcer Clinics and the infection control risks associated with leg washing and feet with ulceration. The effective skin care of patients with ulceration of the lower limb involves washing (Lindsay, 2007; Stephens and Lindsay, 2008). This is not new information having been widely recommended in the literature for decades (David, 1986; Hampton and Collins, 2004; White, 2014)

Third Places and the Social Life of Streets

Urban sociologist Ray Oldenburg defines a third place as a place of refuge other than the home or workplace where people can regularly visit and commune with friends, neighbors, coworkers, and even strangers. Because little is known about the place-based physical qualities of third places that support sociability and place attachment, this article examines how four urban design characteristics distinguish third-place businesses from other businesses on the Main Street. The article discusses a study conducted at Main Streets in two cities and one town in Massachusetts. As part of the study, visual surveys measured urban design qualities of businesses on the Main Streets, and interviews helped determine user perceptions. The findings suggest that third places are relatively high in both personalization (distinctiveness, recognizability) and permeability to the street, but seating and shelter provisions are perhaps the most crucial urban design characteristics that contribute to sociability on the Main Street