- Subject index
The SAGE Handbook of the 21st Century City focuses on the dynamics and disruptions of the contemporary city in relation to capricious processes of global urbanisation, mutation and resistance. An international range of scholars engage with emerging urban conditions and inequalities in experimental ways, speaking to new ideas of what constitutes the urban, highlighting empirical explorations and expanding on contributions to policy and design. The handbook is organised around nine key themes, through which familiar analytic categories of race, gender and class, as well as binaries such as the urban/rural, are readdressed. These thematic sections together capture the volatile processes and intricacies of urbanisation that reveal the turbulent nature of our early twenty-first century: Hierarchy: Elites and Evictions Productivity: Over-investment and Abandonment Authority: Governance and Mobilisations Volatility: Disruption and Adaptation Conflict: Vulnerability and Insurgency Provisionality: Infrastructure and Incrementalism Mobility: Re-bordering and De-bordering Civility: Contestation and Encounter Design: Speculation and Imagination This is a provocative, inter-disciplinary handbook for all academics and researchers interested in contemporary urban studies.
Chapter 22: Incremental Urbanism and Tactical Learning: Reflections from Mumbai and Kampala
Incremental Urbanism and Tactical Learning: Reflections from Mumbai and Kampala
Urbanism is more event than thing, a great accumulation of occurrences, of the contingency of encounters, and shaped but not determined by powerful histories of political economy, cultural power, politics, and materialities of different sorts. Urbanites have no other option than to learn how to cope with, respond to, pre-empt, contest, and change the city they inherit. To inhabit urbanism is to learn how to inhabit. This is an experiential immersion in urban space–time, differentiated by economic, political, and cultural vectors that shape the form and capacity to learn.
This chapter offers two interrelated conceptualisations of how learning features in ...