Canadian smart cities: Are we wiring new citizen-local government interactions?

Governments around the world are developing smart city projects, with the aim to realize diverse goals of increased efficiency, sustainability, citizen engagement, and improved delivery of services. The processes through which these projects are conceptualized vary dramatically, with potential implications for how citizens are involved or engaged. This research examines the 20 finalists in the Canadian Smart Cities Challenge, a Canadian federal government contest held from 2017 to 2019 to disburse funding in support of smart city projects. We analyzed each of the finalist proposals, coding all instances of citizen engagement used to develop the proposal. A significant majority of the proposals used traditional types of citizen engagement, notably citizen meetings, round tables, and workshops, to develop their smart city plans. We also noted the use of transactional forms of citizen engagement, such as apps, and the use of social media. Despite the general rhetoric of innovation in the development of smart cities, this research finds that citizens are most commonly engaged in traditional ways. This research provides cues for governments that are developing smart city projects, placing an emphasis on the importance of the process of smart city development, and not simply the product.     

Existentialist manifesto or conservative political science? Problems in interpreting Raymond Aron's Introduction à la philosophie de l'histoire

Raymond Aron's Introduction à la philosophie de l'histoire is often held to be a paradigmatic book because of either its rejection of positivism in the social sciences, or its anticipation of existentialism in philosophy. The common denominator in these paradigmatic interpretations of the work is its use of various German philosophical influences that, though relatively obscure in France at the time of its first publication in 1938, became prominent features of the postwar Parisian intellectual landscape. During the Cold War, however, Aron was not only a peripheral figure within the Parisian intelligentsia, but also one of its harshest critics. The apparent mismatch between the paradigmatic status claimed for the Introduction as the first French existentialist book and Aron's subsequent critical position towards the leading figures of existentialism in France forms the starting point for a critical re-examination of the book and its paradigmatic interpretations. After seeking an explanation for these interpretations of the Introduction in deeper trends of generational thought, this article suggests that the history of the idea of intellectual engagement offers a more useful angle from which to approach this challenging book.     

Project-based community participatory action research using geographic information technologies

The paper investigates the effects of a project-based community participation course in which students chose research topics relevant to a local community. Specifically, the students undertook the following projects: (1) creating a virtual 3D model of a local government office, (2) creating interactive digitized versions of mountain trails using geotourism, (3) determining optimal locations for trash recycling bins using network analysis, and (4) assessing the water quality of a local river. Geographic information technologies, such as GIS and Google Earth, were employed as analytical and visualization tools. The answers to a questionnaire, course evaluations, reflective journals, and interviews found that participants positively evaluated their learning experiences. In addition, the projects received favorable reviews from community members and professional geographers.     

From global forests to local politics: unwrapping the boundaries within forest certification

Following decades of concern about unsustainable forest management practices, forest certification was developed in the 1990s to become an influential global forest governance approach. 25 years since its inception, forest certification is under attack, with questions raised regarding its legitimacy and efficacy in driving sustainable forest management. Recognising forest certification as a complex and dynamic boundary-spanning regime, understanding the impact of diverse boundaries on forest certification is essential to address escalating conflict and enable the improved design of forest certification systems. This paper empirically explores the implementation of a forest certification regime using a Forest Stewardship Certification pesticide derogation process. The case shows how competing boundaries place considerable pressure on the effectiveness and sustainability of the global certification regime. Embedded local interests and contested institutional claims hardened the boundaries between interests across the policy regime, weakening connections and hence weakening opportunities to find common solutions.     

Assessing stakeholders’ perspectives towards the conservation of the built heritage of Suakin,Sudan

The conservation of built heritage is recognized as a vehicle for sustaining local identity and a powerful instrument for urban regeneration. The problem of how to engage local culture in this process, however, has received comparatively little attention, despite the recognition of ‘stakeholders’ and the importance of their involvement. This research examines how collaboration between stakeholders might be established to conserve and thus help regenerate the historic and largely abandoned port town of Suakin. Semi-structured interviews were conducted with representatives of Suakin’s stakeholder groups and supported through archival analysis and observational studies. The intention was to explore the stakeholders’ views of the ‘conservation drivers’, ‘conservation practice’, and ‘conservation challenges and enablers’ affecting Suakin. The stakeholders’ response provides a preliminary status to the various perspectives concerning the conservation of Suakin’s built heritage. The findings identify a number of major issues impacting Suakin’s conservation and reveal a potential for implementing a comprehensive and inclusive conservation approach. The research establishes the case for further research to determine best methods to enable stakeholders to collaboratively address the issues impacting Suakin’s conservation. This approach to stakeholder involvement represents a new step towards the conservation of Suakin and a new contribution towards the conservation process.     

Geographic film as public research: re-visualizing/vitalizing a terraced landscape in the Italian Alps (Piccola terra/Small land, 2012)

This article describes an experience of geographic filmmaking carried out within a long-term research process (2000–2012) involving the terraced landscape of the Brenta Valley in the Italian Alps. The documentary Piccola terra [Small land] (2012) was co-produced by geographers and professional directors. Engaging in the recent debate on filmic geographies, the aim of this article is to discuss and show what makes a film ‘geographic’. The geographer authored a filmic interpretation of landscape which is spatially and temporally complex, open and mobile, anchored to material features and to personal stories and socio-economic contexts. Produced to support a campaign for the adoption of abandoned terraces by ‘new farmers’, the documentary Piccola terra serves as a means to engage society and produce landscape change. Geographic filmmaking as an action-, public- and social-oriented activity is discussed with reference to the so-called ‘impact agenda’. We propose a style of active engagement through filmmaking which is workable, rather than critical. In order to avoid purely auto-reflective, auto-referential academic speculation on doing filmic and public geographies, this paper, which ideally is read along with viewing of the documentary, materially enters the researched/filmed landscape, developing into a supplementary tool for the international dissemination of Piccola terra.     

Geographic contributions to institutional curriculum reform in Australia: the challenge of embedding field-based learning

Abstract

In the context of continuing pressures from managerialist and neoliberal drivers of university reform in Australia, Macquarie University’s recent undergraduate curriculum innovation, based on “People,” “Planet,” and “Participation,” has resulted in the embedding and integration of experiential learning in its curriculum and institutional framework. Such an approach challenges academic and administrative staff, students, and partners in industry, the community and public sector settings, to engage and collaborate across significant boundaries. This article outlines the scope and nature of the curriculum reform, then considers the way geographers have both shaped and responded to the opportunities it created. In so doing, it proposes a number of challenges and recommendations for geographers who might seek to extend their longstanding commitment to field-based learning through similar reforms. In this regard, the discipline of geography and its tendency to engage with the “field” can offer much in fostering deeply transformative learning.     

Public engagement in smart city development: Lessons from communities in Canada's Smart City Challenge

Quality of life is often touted as the main benefit of building smart cities. This, however, raises questions about the extent to which the public is engaged as part of the “smart” development process, particularly given the significant financial investments often required to meaningfully design smart city projects. To better understand approaches to public engagement in the context of smart city development, we draw upon three selected finalists of Infrastructure Canada's Smart City Challenge, which invited municipalities, regional governments, and Indigenous communities to enter a competition where the winning proposals would be awarded federal financial grants to complete their projects. Prizes of $5 million, $10 million, and $50 million were awarded. Specifically, we compare the public engagement experiences of the Mohawk Council of Akwesasne (Quebec), the City of Guelph, and the Region of Waterloo. We carried out semi-structured interviews and reviewed documents in each community to better understand how finalists in each category engaged residents in proposal development. The paper addresses how communities are approaching public engagement in smart city development and the implications of these approaches. We conclude that, despite earnest attempts to publicly engage and become citizen-centric, municipal governments continue to see civic participation as a top-down tool.     

When open data and data activism meet: An analysis of civic participation in Cape Town,South Africa

Municipal open data projects are motivated by a desire to democratize data access and knowledge production, strengthen transparency, and advance cities socially and economically. However, their effects and implications are insufficiently analyzed. This paper examines civic engagement in open data in Cape Town, South Africa, the continent's first municipal-level open data initiative. Findings reveal how local civil society organizations have been driving engagement with municipal open data as part of their recent turn towards technology and data-driven forms of public engagement and activism. This analysis highlights the important role of the “smart civil society organization”—occupying a position between the smart city and smart citizen—that is developing significant capacity to produce and share data about the city's informal settlements with stakeholders in government, the private sector, and wider society. Minimal engagement with or recognition of civil society efforts illustrates the limits to the city's philosophy of data openness, which is largely restricted to releasing selected government datasets to the public. The notion of “bi-directional open data” is developed here to characterize emerging possibilities for data openness between governments and the public. This may be particularly relevant for cities like Cape Town with a highly active, capable, and data-literate civil society.     

Transitions in U.S. Higher Education: implications for geography learning

In the United States, higher education institutions and structures governing higher education are going through dramatic change. The implications of new technology and changing modes of course structure, and evolving federal and state policies have the potential for significant impact on higher education. The historic federal mandates regarding university systems, including land-grants, and renewal of the U.S. Higher Education Act, for example, have impacts related to higher education regulations, performance expectations, accreditation, and student success. In addition, there are new research questions related to student learning. Several of the key themes impacting higher education also have implications and expectations for university geography programs. Geographers and geography programs in many universities are contributing toward addressing these changes in ways that contribute toward programs and universities that are more committed to new learning paradigms, as well as curricula that enhance engagement, concepts of sustainability, innovation, entrepreneurship, and efforts at more integrated scholarship, among others.