Metropolitan Innovators | YMS-30306 Course guide November 2018 6 ECTS
Colophon Copyright © 2018 by Wageningen University & Delft University of Technology. Responsible chair groups: Cultural Geography (WUR) & Urbanism (TUD). Text by Clemens van Driesssen, Roberto Rocco and Marijke Rommelse, layed out by Nono Leermakers Version: November, 2018
Course coordinators
“We make our cities and then our cities make us”
dr. ir. Clemens Driessen
dr. Roberto Rocco
Cultural Geography group (WUR)
Urbanism (TUD)
(free adaptation of a quote from Winston Churchill) Additional lecturers dr. Aksel Ersoy Urban Development Management
dr. Iulian Barba Lata
(TUD)
Land Use Planning group (WUR)
Student-assistants
2
3
Marijke Rommelse
Nono Leermakers
MSc MADE
MSc MADE
Table of contents Course Introduction and Motivation
6
1.1 Profile of the course 1.2 Motivation of the course 1.3 Overlapping themes 1.4 Assumed prerequisite knowledge 1.5 Learning outcomes
Course Description
10
2.1 Educational activities 2.2 Course materials and resources
Assessment
12
Course Schedule
14
Contact Details
28
References
30
Annex
32
Annex 1: Questions that could guide your essay writing Annex 2: Assessment criteria final essay
4
5
Course Introduction and Motivation 1.1 Profile of the course
This course enables Metropolitan Innovators to
Contemporary metropolitan regions face a variety
identify and evaluate these claims from three
of complex challenges that concern large numbers
main perspectives: socio-technical, ecosystems
of stakeholders with often competing claims
and spatial justice. The course thereby offers the
originating from different world views. One of the
theoretical and conceptual tools to analyse and
major challenges faced by advanced metropolitan
discuss metropolitan challenges and the possible
regions like the AMA (Amsterdam Metropolitan
implications of proposed solutions.
from path dependency lock-ins.
sociology of innovation. Combining these into
The management of systems transitions to
interdisciplinary and transdisciplinary ways of
sustainability has several dimensions: cultural,
working is required to deal with urban development
political, technical and aesthetic, to cite but a few.
and innovation effectively.
This is because we assume sustainability can
Area) is how to manage transitions towards sustainability, in face of the high costs to break free
1.2 Motivation of the course
When we are seeking to innovate to attain the desired technological and societal transition, a
only happen when its three crucial dimensions
For any actor working to contribute to advanced
(social, economic and environmental) happen
metropolitan solutions towards sustainability it
simultaneously (Larsen, 2012). Hence, this
becomes crucial to be able to translate metropolitan
transition cannot be addressed by planners,
challenges into researchable questions and to
engineers and designers alone, as they require
be able to understand, communicate and co-
engagement with a multiplicity of actors holding
operate with other actors in order to integrate their
different perspectives necessary to understand and
knowledge about issues at hand and to understand
tackle all the dimensions involved.
different (and often conflicting) objectives.
The various disciplines that contribute to AMS and
Awareness of the socio-economic context, as well
the MADE program bring particular approaches to
as the implicit and explicit values and cultural norms
innovations towards sustainability: from engineering
operating in a specific place are essential to achieve
to entrepreneurship, from urban design to human
suitable solutions.
geography, from environmental sciences to
This course enables students to use, contrast,
number of questions are raised that are theoretical but at the same time deeply practical: How do we
like a relatively new aim, but is something the
optimize environmental impacts when systems
Dutch government has been pursuing since its
are connected in unexpected ways? How do
first Environmental Action Plan (1989), which
we understand knowledge when a multitude of
focused on closing production and consumption
disciplines claim to offer relevant insights? How can
loops, preventing degradation and exhaustion of
we understand the ways technological solutions
resources and harmful emissions. The plan also
relate to political questions of distributive justice and democracy?
In orange the courses
in society (public, private, and civic), to meet
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environmental targets. The envisioned transition is
These questions become extremely urgent in
characterised by a systems change, which means
view of the approaches developed to promote
that whole chains of production, consumption and
innovation: using big data, developing smart cities,
behaviour must change over a long period of time,
where experimentation occurs in living labs and
thus involving a large number of stakeholders with
space emerges for entrepreneurial interventions.
multiple worldviews and competing claims over
How do innovation, knowledge, politics and ethics
those systems.
play a role in these processes?
Metropolitan Challenges
MSc MADE overview. with overlapping themes in the 1st and
Metropol. Innovators
Data 2
Selected Electives
Metropolitan Solutions
at WUR/TUD
Entrepreneurship 1
Data 1
Entrepreneurship 2
2nd year of MSc MADE.
Living Lab Second year
emphasized the responsibility of different groups
Figure 1, First year
This transition towards sustainability may seem
7
joining research teams of AMS Institute, doing a professional internship, or working towards an own company
Thesis building a theoretical framework, advancing analytical methods, and explicating conceptual approaches
Profess.
discuss and integrate those various approaches to
students to reflect and situate their actions within
1.4 Assumed prerequisite knowledge
dynamics, communication and collaboration
engage with metropolitan innovations and potential
ideas of democracy and participation, for instance.
Relevant bachelor in a (socio)-technical discipline
skills]
solutions in a meaningful way, starting from three
related to the built environment. Basic knowledge
main perspectives: socio-technical, ecosystems
ethical dimensions of their own assumptions and
and skills in design and research methods.
of particular interventions in relation to the
and spatial justice. These perspectives contain
frameworks, and encourage students to consider,
Notions of different scientific research paradigms
three frameworks presented, including what
different normative and theoretical dimensions
evaluate and discuss these ethical and moral
and associated methods. Students in this course
interests are at stake, what stakeholders
that trigger different questions for metropolitan
dimensions
are assumed to have followed the MADE course
are involved, what subjects are produced,
“Metropolitan Challenges”.
groups configured, experiences generated and
All three perspectives examine the
innovators. These different questions require the use of different methods of research. These
1.3 Overlapping themes
perspectives, their questions and methods will be
This course complements and supports the
1.5 Learning outcomes
story-telling, visioning, planning, sketching,
explored in the course.
Metropolitan Challenges Course, which is given in
At the end of this course, students will be able to:
communicating graphically and orally]
the first quarter of the programme, and provides
1. Describe different logics of enquiry and the
scripted behaviour promoted [Skills: mapping,
5. Identify and discuss strategies for transition
Socio technical: in this perspective, students
a theoretical basis for the Metropolitan Solutions
suitability of methods derived from them.
towards sustainability from an ecosystems
understand metropolitan innovation and transition
Course, given later. It introduces and discusses
Logics of enquiry pertaining to the natural
point of view, including the understanding of
towards sustainability from the point of view of
tools and theoretical frameworks for unravelling
sciences (including environmental sciences),
metropolitan systems in interaction with one
debates on the relations between technology
complex metropolitan challenges and presents
applied sciences (engineering), the social
another
and society, as well as competing ideas on the
approaches from different areas of knowledge
sciences and design activities [Skills: literature
role of science and knowledge for sociotechnical
dealing with metropolitan innovation challenges.
research, critical thinking, research design] 2. Describe and interpret a variety of knowledge
innovation.
8
4. Identify and critically discuss the implicit values
6. Explain spatial justice as a framework and its implications for the governance of metropolitan systems and the management
Ecosystems: in this perspective, students
These areas of knowledge are primarily design
claims in three main axes proposed (socio-
of these systems towards sustainability,
understand metropolitan innovation and transition
(broadly conceived), planning, engineering and
technical/ eco-systemic / spatial justice). By
including notions of governance, citizenship,
towards sustainability from an ecosystems
urban studies. In short, those are disciplines that
‘knowledge claims’ we mean the connection
participation and democracy.
perspective. Framing urban areas as ecosystems
deal with the three main objects of a metropolitan
between research question, methods
makes it possible to model urban areas and
innovator: space, society and technology. It does
employed, expected outcome and deliverables
to reflect on ethical matters and professional
distinguish the different subsystems from which
so by promoting a discussion on metropolitan
according to different research traditions.
roles connected to the research and design
they are made.
transition to sustainability and the theoretical and
[Skills: research design, literature research,
activities. In doing so, students must be able to
Spatial Justice: in this perspective, students
practical frameworks and tools being used by
critical thinking]
reflect on and discuss how different worldviews
understand metropolitan innovation and transition
different disciplines via interactive lectures and
towards sustainability from a political point of
student workshops evaluating and acting upon the
of organizing, governing and discussing
formation and design interventions [Skills:
view, in which the governance and the social
issues being treated in the Metropolitan Challenges
metropolitan innovation: living labs, transition
writing, sketching, drawing, story-telling, critical
sustainability of systems is highlighted. This allows
Course.
towns, system innovations. [Skills: groups
thinking]
3. Describe the merits of various modes
9
7. Spell out values that support decisions and
impact problem identification, knowledge
Course Description 2.1 Educational activities
2.2 Course materials and resources
The core activity of the course is reading and
The lectures will be available on Blackboard.
reflecting on the three approaches to metropolitan
These are also available at https://www.
challenges. In the meetings we will discuss the
slideshare.net/robrocco/ and at https://
approaches and exercise with applying these to
amsmetropolitaninnovators.wordpress.com.
cases. The texts and papers used in this course are Students will be asked to select a particular
available from TU Delft and WUR libraries or from
metropolitan issue / site to engage with in an
the hyperlinks provided. Students must be on
individual essay. To prepare for that, students
campus or loggedin via VPN to access papers.
will develop concise evaluations of the issue/ challenge using the frameworks presented: sociotechnical,ecosystems and spatial justice. Each framework includes a theoretical dimension and an applied dimension, in which evaluationmethods are used. For each framework, students will be asked to discuss the theory in class, using literature and other materials provided to them, and to evaluate potential solutions to the challenges they encountered using the specific frameworks and associated conceptual tools for analysis. In intermediate assignments, students are asked to prepare a brief critical engagement with the literature and subsequently to respond to those of each other.
10
11
Assessment Students will be assessed on the base of:
the course (ecosystems, spatial justice,
•
Presence in sessions (10% of final grade): Each
sociotechnical) in relation to a metropolitan
presence means 1.25 points x 8 sessions = 10
case study of your own choice.
•
•
Active participation (10 % final grade): 10 points for in class participation awarded by
‘metropolitan challenge’ with a proposed
teachers
solution or intervention and should involve
Preparatory assignments (10%): submitting
some kind of sociotechnical transition.
preparatory assignments reflecting on the
•
2. An appropriate case study would be a
3. The case study does not have to be situated
reading, and peer feedback on the reflection of
in the Amsterdam Metropolitan region, but if it
a fellow student.
isn’t, this would require you to discuss how the
Individual Final Essay (70%)
context of your case study would translate to Amsterdam.
Final assigment
4. If it is hard to exactly define or delineate your
The final assignment consists of a 4000
case study, that is not a problem per se – that
(+/- 10%) word essay (around 10 pages of text).
is in fact one of the main issues to discuss in
In this, the student builds on the exercises made
your essay! (See annex 1, Socio-techincal)
previously during the course, in order to compare
5. In your essay you substantially discuss (at
the three frameworks, using the theory (referring to
least) one of each day’s readings, applying
the literature of the course) and the tools they used
or translating these readings to your case
previously, to elaborate a critique and a reflection
study: explain how the case you discuss can
of the chosen Metropolitan Challenge. This critique
be discussed in terms of these readings. In
and reflection need to engage both with the
addition you may also refer to the lectures
analysis and the possible solutions to the selected
(please do so clearly.) and feel free to find other
challenge, as well as with the three frameworks
relevant sources not mentioned in the course.
themselves. For questions that could guide your essay writing,
12
The assignment
see annex 1. For the assessment criteria, see
1. Discuss the three approaches outlined in
annex 2.
13
Course Schedule
Overview sessions and dates 1 - Intro
Thu 15 nov
The course will be lectured in 10 sessions, from Thursday November 15 until Monday December 17, from
2 - Sociotechnical
Mon 19 nov
11:00 to 16h00. Presence is mandatory for completion of the course.
3 - Spatial justice
Thu 22 nov
4 - Ecosystems
Mo 26 nov
Please note the first session is not at Marineterrein but in Amsterdam ZuidOost: Imagine IC (at
5 - Sociotechnical 2
Thu 29 nov
Public Library): Bijlmerplein 393, 1102 DK Amsterdam. Please be there at 11 sharp!
6 - Spatial justice 2
Mon 3 dec
7 - Ecosystem 2
Thu 6 dec
8 - Essay clinic Roberto + Aksel
Mon 10 dec
9 - Ethics debate + pecha kucha presentations
Thu 13 dec
10 - Essay clinic Clemens + Iulian
Mon 17 dec
A central part of this course is reading and reflecting on these readings. Before each session we ask you to submit a brief reflection on the readings and to respond to the reflection of one of your fellow students.
WEEK 1
Session
Date
Tutors
Main subject
responsible
November 12-16 S1
Guest
Location
Exercise
Skills
lectures
Roberto Rocco &
INTRO to the course:
Jules
Bijlmer,
Essential reading:
The Bijlmer as a ‘failure of
Observation/
15
Clemens Driessen
we will focus on 3
Rijssen
Amster-
•
Markard, J., Raven, R., & Truffer, B. (2012). Sustainability transitions: An emerging field of
high modernism’? compare
synthesis/ graphic
innovative perspectives
(ImagineIC)
dam Zuid
research and its prospects. Research Policy, 41, 955-967.
multiple explanations: Pruitt
communication
Healey, P. (1996). The Communicative Turn in Planning Theory and Its Implications for
Igoe
Oost,
on urban development
Learning outcome
THU Nov
•
Sofia
Imagine
Spatial Strategy Formation Environment and Planning B: Planning and Design, 23(1), 217-
Short intro intercultural
Koutsenko
IC (at
234.
attitudes to
(d-r-o-m
Public
metropolitan problems:
architects)
Library):
multi-culturalism/
Bijlmer-
migration/cultural shifts
plein 393, 1102 DK Amster-
14
Literature
dam
•
Scott, James C. (1998) Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed: chapter 2 and 3 [below]
L3
WEEK 2
Session
Date
Tutors
Main subject
responsible
November 19-23 S2
Location
Literature
Exercise
Skills
tures Disrupting the city exercise:
Understanding the
•
Geels, Frank (2005) The dynamics of transitions in socio-technical systems: A multi-level
total mobility theatre,
political nature of
politics of artefacts and
analysis of the transition pathway from horse-drawn carriages to automobiles (1860
imagining and playing out
technology; Actor
actor-network theory
–1930), Technology Analysis & Strategic Management, 17:4, 445-476 http://www.
sociotechnical scenarios.
Network Theory
Latour, Bruno (1996) Aramis, or the Love of Technology. Cambridge, MA: Harvard Univ.
Smaller exercises on
Analysing a transition
managing transitions to
Pres: Ch7 Aramis is Ready to Go (Away); Epilogue: Aramis Unloved. http://dss-edit.com/
sociotechnical analysis using
into separate factors
sustainability
plu/Latour-B_Aramis-or-Love-of-Technology_1996.pdf
Actor Network Theory: why do and their complex
Clemens Driessen
Socio-technical
19
& Iulian Barba Lata
perspective 1: the
AMS
tandfonline.com/doi/abs/10.1080/09537320500357319 And the question of
•
some sociotechnical projects Extra reading:
•
Brand, Ralf (2005) ‘Urban infrastructures and sustainable social practices’, Journal of Urban Technology,12:2, 1 — 25 http://www.tandfonline.com/doi/ full/10.1080/10630730500307128
16
Learning outcome
Essential reading:
MON Nov
Guest lec-
fail?
relations
L3, L4
WEEK 2
Session
Date
Tutors
Main subject
responsible
November 19-23 S3
THU
Roberto Rocco
Guest lec-
Location
Literature
Skills
tures Spatial Justice:
22
concepts of spatial
Nov
justice, social
tba
governance, Values for
Learning outcome
AMS
Essential reading:
Make a short movie (2 to
Critical thinking/
• •
Harvey, D. (2008). “The Right to the City.” New Left Review Sept/ Oct: 23-40.
3 minutes) in examples of
Governance analysis/
Marcuse, P. (2009). “From critical urban theory to the right to the city.” Ci ty 13(2-3): 185-
urban justice and injustice
SWOT analysis/
197.
in Amsterdam: upload to
Stakeholder analysis/
Hardin, G. (1968). The Tragedy of the Commons. Science, 162(3859), 1243-1248.
website/ Social sustainability
Strategy making/
index (formulation)
Policy formulation/
sustainability and
•
Urban development Extra reading:
Evaluative
•
frameworks
Healey, P. (1996). The Communicative Turn in Planning Theory and Its Implications for Spatial Strategy Formation Environment and Planning B: Planning and Design, 23(1), 217234.
•
Dietz, T., Ostrom, E., & Stern, P. C. (2003). The Struggle to Govern the Commons. Science, 302(5652), 1907-1912.
•
Ostrom, E. (2014). A polycentric approach for coping with climate change. Annals of Economics and Finance 15, 71-108. Retrieved from http://aeconf.com/articles/may2014/ aef150103.pdf
•
Seltzer, E. & Mahmoudi, D. (2012). “Citizen Participation, Open Innovation, and Crowdsourcing: Challenges and Opportunities for Planning.” Journal of Planning Literature 28(1): 3-18.
18
Exercise
L6. L7
WEEK 3
Session
Date
Tutors
Main subject
responsible
November 26-30 S4
Guest
Location
Literature
lectures Ecosystems approach:
Experiences AMS
Essential reading:
The texts present and discuss
26
Theory: Systems
of an
•
Yigitcanlar, T., Dizdaroglu, D. (2015). Ecological approaches in planning for sustainable
various figures with ecosystem
Nov
thinking: STS and
ecosystem
cities: A review of the literature. Global Journal of Environmental Science and
approaches.
Management, 1(2), 159-188. doi: 10.7508/gjesm.2015.02.008 (mandatory)
What are the similarities and
Van Bueren, E., van Bohemen, H., Itard, L., Visscher, H., (2012). An Ecosystems
differences?
MON
Aksel Ersoy
(tba)
Skills
Learning outcome
ecosystem approaches restorer
•
Approach. Dodrecht: Springer, 2012, Chapter 1 (Introduction) & Chapter 2 (Ecosystems Thinking: Ecological Principles for Buildings, Roads, and Industrial and Urban Areas), Ch. 11 (Environmental Strategies and Tools for Integrated Design)
•
Grimm, N.B., Grove Grove, J., Pickett, S.T.A., Redman, Ch.L. (2000). Integrated Approaches to Long-Term Studies of Urban Ecological Systems: Urban ecological systems present multiple challenges to ecologists—pervasive human impact and extreme heterogeneity of cities, and the need to integrate social and ecological approaches, concepts, and theory. BioScience, (50)7: 571–584, https://doi.org/10.1641/00063568(2000)050[0571:IATLTO]2.0.CO;2
Extra reading:
•
Heynen, N. (2014). Urban Political Ecology I: The urban century. Progress in Human Geography, 38(4) 598–604.
•
Angelo, H. and Wachsmuth, D. (2015), Urbanizing Urban Political Ecology: A Critique of Methodological Cityism. Int J Urban Regional, 39: 16–27. doi:10.1111/1468-2427.12105
20
Exercise
L5
WEEK 3
Session
Date
Tutors
Main subject
responsible
November 26-30 S5
Location
Literature
Exercise
Clemens Driessen
Socio-technical
29
& Iulian Barba Lata
perspective 2:
Learning outcome
AMS
Essential reading:
99% sustainable: making the
critical consultancy,
•
Calzada, I. & Cristobal C. (2015). “Unplugging: Deconstructing the Smart City.” Journal of
New Jersey Unilever HQ the
integrating technical
Urban Technology 22 (1): 23–43. https://doi.org/10.1080/10630732.2014.971535.
most sustainable building in
and social concerns
Foucault, M. (1977). “Discipline and Punish, Panopticism.” In Discipline & Punish:
the world. With developer
The Birth of the Prison, edited by Alan Sheridan, 195-228. New York: Vintage Books.
Sybrant van der Werf (Argo
http://foucault.info/doc/documents/disciplineandpunish/foucault-disciplineandpunish-
BV) and Erik Ubels (CTO Edge
panopticism-html
Technologies)
knowledge and the making of subjects
•
•
Scott, James C. (1998) Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed: chapter 10. [link in references]
Extra reading:
•
Klein, Julie (2015). ‘‘Discourses of transdisciplinarity: Looking back to the future”, Futures: 65, 10–16. http://www.sciencedirect.com/science/article/pii/S001632871500004X
22
Skills
lectures
THU Nov
Guest
23
L3, L4
WEEK 4
Session
Date
Tutors
Main subject
responsible
December 3-7 S6
MON
Roberto Rocco &
3 Dec
Clemens Driessen
Guest
Location
Literature
Exercise
Skills
lectures Spatial Justice
outcome Essential reading:
Stakeholder analysis in your
Critical thinking/
•
Larsen, G. L. (2012). An Inquiry into the Theoretical Basis of Sustainability. Understanding
project (graphic analysis)/
Governance analysis/
strategy
the Social Dimension of Sustainability. J. Dillard, V. Dujon and M. C. King. London,
Social sustainability index
SWOT analysis/
and alliance
Routledge.
score/ Values mapping
Stakeholder analysis/
Marcel
Learning
AMS
van Hest,
manager
•
innovations
Papadopoulos, Y. (2007). “Problems of Democratic Accountability in Network and
Strategy making/
Multilevel Governance.” European Law Journal 13(4): 469-486.
Policy formulation
L6, L7
at Alliander. Democracy
Extra reading:
by design.
•
Sehested, K. (2009). “Urban Planners as Network Managers and Metagovernors.” Planning Theory and Practice 10(2): 245-263.
S7
THU 6 Dec
Aksel Ersoy
Ecosystems approach:
Experiences AMS
Essential reading:
For a sustainable urban
Applied: Design and
of a met-
•
Davoudi, S., Sturzaker, J. (2017). Urban form, policy packaging and sustainable urban
innovation (pick one), identify
management of
ropolitan
metabolism. Resources, Conservation and Recycling, 120: 55-64. (mandatory)
how socio-ecological
systems integration
innovator
•
(tba)
•
Lawhon, M., & Murphy, J. T. Socio-technical regimes and sustainability transitions: Insights systems are influenced from political ecology. Progress in Human Geography, 36(3), 354-378.
by this innovation, identify
Pesch, U., Vernay, A.L., van Bueren, E., Pandis Iverot, S. (2017). Niche entrepreneurs in
stakeholders and regulations,
urban systems integration: On the role of individuals in niche formation. Environment and
who could play an
Planning A, 49(8): 1922-1942.
entrepreneurial role? Why? With what resources?
Extra reading:
•
Klindworth K., Djurasovic A., Knieling J., Säwert K. (2017). From Linear to Circular— Challenges for Changing Urban Metabolism?! An Analysis of Local Energy Transition Activities in Four European Cities. In: Deppisch S. (eds) Urban Regions Now & Tomorrow. Studien zur Resilienzforschung. Springer, Wiesbaden
•
Voytenko, Y., McCormick, K., Evans, J., & Schliwa, G. (2016). Urban living labs for sustainability and low carbon cities in Europe: Towards a research agenda. Journal of Cleaner Production, 123, 45-54.
24
L5
WEEK 5
Session
Date
Tutors
Main subject
responsible
December 10-14 S8
MON
Roberto Rocco &
10
Aksel Ersoy
Guest
Location
Literature
Exercise
Skills
lectures Essay clinic
Learning outcome
AMS
Comparative analysis, L4 critical thinking
Dec S9
THU
Roberto Rocco &
13
Clemens Driessen
•
Data issues
tba
AMS
•
debate with data
Dec
•
course
•
Pecha Kucha
•
presentations on essay drafts
Townsend, Anthony (2013) Smart Cities: Big data, Civic Hackers, and the Quest for a
Debate on ethics and politics
Ethics, writing skills/
New Utopia. New York: W.W. Norton & Co. , Ch2: cybernetics redux, pp.57-92
of big data, algorithms,
literature review
Kitchin, Rob (2014) Big Data, new epistemologies and paradigm shifts, Big Data &
artificial intelligence and
Society, April–June: 1–12
platform capitalism:
Kitchin, Rob (2016) Reframing, reimagining and remaking smart cities. Programmable City
questioning the Smart City?
L6, L7
Working Paper 20, https://osf.io/cyjhg/
•
Lemov, Rebecca. 2016).. ‘Big data is people’. Aeon. June 16. Available: https://aeon.co/ essays/why-big-data-is-actually-small-personal-and-very-human
WEEK 6
Session
Date
Main subject
responsible
December 16-20 S10
MON
Clemens Driessen
17
& Iulian Barba Lata
Dec
26
Tutors
Guest lectures
Essay clinic
Location
Literature
Exercise
Skills
Learning outcome
Contact Details Course coordinators
Clemens Driessen clemens.driessen@wur.nl
Roberto Rocco r.c.rocco@tudelft.nl
When emailing, please start the subject line with ‘MADE’ Community Facebook: https://www.facebook.com/ groups/1716225915068104/ Blog: https://amsmetropolitaninnovators.wordpress.com Twitter Hashtag: #metropolitaninnovators #AMS
28
29
References BRAND, R. (2005). ‘Urban infrastructures and sustainable social practices’, Journal of Urban Technology,12:2, 1 — 25
LATOUR, B. (1996) Aramis, or the Love of Technology. Cambridge, MA: Harvard Univ. Pres: Ch7 Aramis is Ready to Go
http://www.tandfonline.com/doi/full/10.1080/10630730500307128
(Away); Epilogue: Aramis Unloved. http://dss-edit.com/plu/Latour-B_Aramis-or-Love-of-Technology_1996.pdf LEMOV, R. (2016). ‘Big data is people’, Aeon, June 16. Available: https://aeon.co/essays/why-big-data-is-actually-
CALZADA, I. & CRISTOBAL, C. (2015). “Unplugging: Deconstructing the Smart City.” Journal of Urban Technology 22
small-personal-and-very-human
(1): 23–43. https://doi.org/10.1080/10630732.2014.971535.
MARCUSE, P. (2009). “From critical urban theory to the right to the city.” City 13(2-3): 185-197.
DIETZ, T., OSTROM, E., & STERN, P. C. (2003). The Struggle to Govern the Commons. Science, 302(5652), 19071912.
MARKARD, J., RAVEN, R., & TRUFFER, B. (2012). Sustainability transitions: An emerging field of research and its prospects. Research Policy, 41, 955-967.
FOUCAULT, M. (1977). “Discipline and Punish, Panopticism.” In Discipline & Punish: The Birth of the Prison, edited by Alan Sheridan, 195-228. New York: Vintage Books. http://foucault.info/doc/documents/disciplineandpunish/fou-
OSTROM, E. A polycentric approach for coping with climate change. Annals of Economics and Finance 15, 71-108
cault-disciplineandpunish-panopticism-html
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Annex Annex 1 Questions that could guide your essay
writing, in line with the content and logic of the
alternatives? (see ‘ethics debate’ assignment)
measuring the success of solutions?
Some more precise questions to guide your essay
•
course:
writing
•
What type of ‘subject’ is assumed/produced with a potential solution to a particular problem
own role as a ‘metropolitan innovator’ (or
definition?
another term you’d prefer!) in relation to the case study?
A) Ecosystems
•
Can you describe your case/project in terms
C) Spatial justice:
of the (environmental, production) systems it is
•
embedded in? What are (potential) reciprocal relationships between the urban system and
•
•
situated in the governance triangle?
•
Is there any sign of circularity or systems
these be? Why are they public goods?
•
Is there evidence of citizens’ participation? Is
outputs described?
the project/policy/intervention conducive to the
How would the project you describe respond
right to the city? Why?
•
‘resilient’? Is the project/proposed intervention
Is there evidence of the two kinds of spatial justice? (redistributive and/or procedural)?
•
Who are the stakeholders involved? What’s
‘sustainable’? (In it’s three crucial dimensions:
their role in the issue/project/intervention? Is
social, economic, environmental)
their participation “in balance”?
B) Socio-technical:
Finally, you can engage with these questions:
•
•
•
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Does the project/policy or action have the potential to create public goods? What would
to disturbances? Could you label it as
•
Where is this issue and potential solutions
ecosystems? thinking in your project? Are inputs and
•
What are different ways to define the problem,
Are solutions generalizable, or how can
when putting central ‘the social’ or ‘the
analyses and solutions be translated to other
technical’, and how are these entangled?
places?
What different ways of delineating the problem
MADE Innovator: How do you envision your
•
Values and ethics: what societal/ethical/
in scope exist? Can you imagine others?
political concerns could emerge around the
Do particular problem definitions involve
proposed solution? What terms would you
particular ways of knowing the problem and of
propose to voice critique and/or help construct
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Annex 2 Assessment criteria
Your essay will be evaluated using the following
academic writing skills are on point, the style
criteria:
of the text is fluent and clear.
final essay
9. Grammar, spelling and punctuation are 1. Relevance to the course: The main question being answered in the essay is relevant to the
10. The list of references is correctly put together.
core theme of understanding innovation and
These references are correctly cited in the text.
engages with the three approaches of the
Citations are used where relevant to support
course.
the argument and to acknowledge the origin of
2. Use of course materials (referring to at least two literature sources of each approach). 3. Acquisition of knowledge and understanding and integration with theory: The theories used in the text are explained clearly and are relevant to the main issue being explored. 4. Evidence of critical and analytical skills. 5. Integration: The three approaches mentioned in the course are successfully integrated and/ or their internal tensions are discussed. 6. Evidence of independent research and use of empirical material (based on the case chosen by the student). 7. Organisation of the essay (and the argument) into a coherent structure: introduction, argument and evidence, conclusion. The parts of the essay are further explained in a template provided.
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correct.
8. Style and communication: The language used in the essay is appropriate for a master course,
ideas and information. 11. There is a significant part of the text that addresses the values and ethical issues related to the topic at hand.
Address Amsterdam Amsterdam Institute for Advanced Metropolitan Solutions (AMS) at Marineterrein Building 027W Kattenburgerstraat 5-7 1018 JA Amsterdam Address Wageningen Wageningen University & Research Droevendaalsesteeg 1 6708 BP Wageningen Address Delft Delft University of Technology Faculty of Architecture and the Built Environment Julianalaan 134 2628 BL Delft
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