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Secondary schools are well placed to avert radicalization processes toward extremism because such trajectories often begin in adolescence. Adolescents are in the process of forming their identities, and most adolescents are idealistic, which makes them susceptible to groups that passionately pursue utopian visions. To avert the path toward extremism, Doret de Ruyter and Stijn Sieckelinck propose to balance a prevention approach with a positive educative ethos that is sensitive to the emotions involved in students' quest for meaning in life and identity formation. This involves schools being places where all students experience that they matter and where they can express their passion for their ideals and experiment with their identities without being ridiculed; at the same time, schools must guide students in learning that not everything they value will be accepted and that they must also take into account the interests and rights of others. The schools' role is thus complex and precarious, and teachers are in a position of navigating a politically sensitive minefield daily. Therefore, any theoretical proposition regarding what schools can realistically do to prevent extremism must be informed by everyday educational practice.
In the debate about smart cities, an alternative to a dominant top-down, tech-driven solutionist approach has arisen in examples of ‘civic hacking’. Hacking here refers to the playful, exploratory, collaborative and sometimes transgressive modes of operation found in various hacker cultures, this time constructively applied in the context of civics. It suggests a novel logic to organise urban society through social and digital media platforms, moving away from centralised urban planning towards a more inclusive process of city-making, creating new types of public spaces. This book takes this urban imaginary of a hackable city seriously, using hacking as a lens to explore examples of collaborative city-making enabled by digital media technologies. Five different perspectives are discussed. Hacking can be understood as (1) an ethos, a particular articulation of citizenship in the network era; (2) as a set of iterative and collaborative city-making practices, bringing out new roles and relations between citizens, (design) professionals and institutional actors; (3) a set of affordances of institutional structures that allow or discourage their appropriation; (4) a critical lens to bring in notions of democratic governance, power struggles and conflict of interests into the debate on collaborative city-making; and (5) a point of departure for action research. After a discussion of these themes, the various chapters in the book are briefly introduced. Taken together they contribute to a wider debate about practices of technology-enabled collaborative city-making, and the question how city hacking may mature from the tactical level of smart and often playful interventions to a strategic level of enduring impact.
Cahier #1 introduces our Hackable City-model and explains how it can be used to explore collaborative processes of citymaking in democratic societies. What new roles have emerged for citizens, (design) professionals and institutions, and how can collectives of citizens organized issues of communal concern interact with traditional institutions?