ABSTRACT
How might learning operate as conceptual vehicle for understanding cities, how they change, how they are lived, and the ways in which they are contested? How do we make sense of what Christine Hentschel (2014: 360) has called ‘an urbanism in motion’, an urbanism where ‘what we come to term ‘knowledge’, ‘infrastructure’ and ‘resources’ are never simply ‘there’, but must be translated, distributed, coordinated, perceived and inhabited’? To begin to respond to these questions, and to appreciate how ‘learning’ can or cannot help to make sense of cities, we need first to consider what we mean by learning.
