How Cities Learn. Astrid Wood

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introduced differs from the one at its site of origin. The empirical focus reveals that Bogotá model of BRT was not duplicated in South African cities but rather a variation, which focuses on the transformation of the minibus taxi system emerged. This suggests that policy models are polysemic and rather than duplicate, they modify and mutate to suit the needs of each importing jurisdiction. The adoption of best practice therefore takes place only when aspects of the circulating notion transform and combine with underlying conditions, thereby normalizing the particular technical arrangements and social rationalities for adoption. In concluding Chapter 3, it will be evident that human actors are central in the circulation and adoption of policy models, considerations that are the subject of the next section.

      Tracing through Actors and Associations

      Building on the debates around traveling urban policies, I argue that people and their associations drive learning and policy mobilities. Policy actors, including both state and non-state actors as well as architects and engineers (Rapoport and Hult 2017), consultants (Wood 2019b), philanthropists (Stone 2010) and so forth, frequently look elsewhere to detect, decode and distribute best policy practices (Cook 2008; Dolowitz and Marsh 2000; McCann 2008, 2011a; Theodore and Peck 2001; Wolman 1992; Wolman and Page 2002). The background, experiences, economic, and political position of each policy actor influence their decisions. Therefore, explorations of agency and power are important in understanding the way in which global and local actors survey and circulate particular policies.

      Also of interest is a study by Ward (2011) that offers insight into the actors and their methods for employing policy models in Manchester, UK. Their research focuses on Manchester city officials pursuing knowledge of Olympic and Commonwealth Games projects, and specifically the techniques in which they learned from previous host cities to exploit these opportunities to engage in broader economic development strategies. Officials visited cities whose best practice in hosting mega events had been broadcast around the world, such as Los Angeles and Lillehammer; their meetings with officials as well as site visits to sports-related infrastructure and associated regeneration sites were used to execute the redevelopment of east Manchester. In this case, the city’s failed bid to host a mega-event did not deter them from implementing the learning. Such points offer an opportunity to consider the manner in which local politics is used to convince (or subvert) particular actions and determinations taking place elsewhere as a part of the learning process. It also provides evidence of the importance of previous policy failure in ongoing decisions.

      Chapter 4 explores the varied and sometimes unexpected decisions by policy actors as expressions of power relations, as well as the relationships formed prior to and because of the circulation process, which facilitates the adoption of ideas from elsewhere. This includes some reflection on actor-network theory and an exploration of both human and nonhuman actors within policy mobilities. In Chapter 4, I draw on Deleuzian ideas of assemblages to theorize and explain how networks form and sustain these circulations as part of network formation and assembly (Deleuze and Guattari 1972, 2004; Foucault 2003; Rabinow 1984). This theorization places policy travels and transfers alongside a host of urban happenings – capitalism, political contestation, as well as learning and mobility (Farias and Bender 2010; McFarlane 2011b). Larner and Laurie (2010) show how, within these global assemblages, experts easily travel between places mobilizing transnational flows (see also Larner 2002). Both McFarlane’s (2009) study of transnational movements and Robins’ (2008) research into social movements use this approach to demonstrate how networks exchange experiences, ideas and resources across the globe. McFarlane (2011a) interprets the movement of knowledge across spatiotemporal circumstances through the notion of assemblage, in which the actors and their knowledge and materials form an agglomeration. It is important to realize though that the assemblage is temporary – it constantly adjusts and alters over time (Ong and Collier 2005).

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