What is the magic formula for turning a place into a high-tech capital? How can a city or region become a high-tech powerhouse like Silicon Valley? For over half a century, through boom times and bust, business leaders and politicians have tried to become "the next Silicon Valley," but few have succeeded. This book examines why high-tech development became so economically important late in the twentieth century, and why its magic formula of people, jobs, capital, and institutions has been so difficult to replicate. Margaret O'Mara shows that high-tech regions are not simply accidental market creations but "cities of knowledge"--planned communities of scientific production that were shaped and subsidized by the original venture capitalist, the Cold War defense complex. At the heart of the story is the American research university, an institution enriched by Cold War spending and actively engaged in economic development. The story of the city of knowledge broadens our understanding of postwar urban history and of the relationship between civil society and the state in late twentieth-century America. It leads us to further redefine the American suburb as being much more than formless "sprawl," and shows how it is in fact the ultimate post-industrial city. Understanding this history and geography is essential to planning for the future of the high-tech economy, and this book is must reading for anyone interested in building the next Silicon Valley.

Living for the City is a social history of the Central African Copperbelt, considered as a single region encompassing the neighbouring mining regions of Zambia and the Democratic Republic of Congo. The Haut Katanga and Zambian Copperbelt mine towns have been understood as the vanguard of urban 'modernity' in Africa. Observers found in these towns new African communities that were experiencing what they wrongly understood as a transition from rural 'traditional' society – stable, superstitious and agricultural – to an urban existence characterised by industrial work discipline, the money economy and conspicuous consumption, Christianity, and nuclear families headed by male breadwinners supported by domesticated housewives. Miles Larmer challenges this representation of Copperbelt society, presenting an original analysis which integrates the region's social history with the production of knowledge about it, shaped by both changing political and intellectual contexts and by Copperbelt communities themselves. This title is available as Open Access on Cambridge Core.

This book presents a cultural history of modern Iran through the perspective of the city. Addressing the relationship between history, poetry and politics in Iran, the author demonstrates that the question of knowledge is crucial to an understanding of the political and existential dimensions of life in Iran today.

The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

This collection of essays examines how spatial mobilities of people and practices, technologies and objects, knowledge and ideas have shaped the production, circulation, and transfer of knowledge in different historical and geographical contexts. Targeting an interdisciplinary audience, Mobilities of Knowledge combines detailed empirical analyses with innovative conceptual approaches. The first part scrutinizes knowledge circulation, transfer, and adaption, focussing on the interpersonal communication process, early techniques of papermaking, a geographical text, indigenous knowledge in exploration, the genealogy of spatial analysis, and different disciplinary knowledges about the formation of cities, states, and agriculture. The second part analyses the interplay of mediators, networks, and learning by studying academic careers, travels, and collaborations within the British Empire, public internationalism in Geneva, the global transfer of corporate knowledge through expatriation, graduate mobility from the global south to the global north, and the international mobility of degree programs in higher education.This book is open access under a CC BY 4.0 license.

This book presents a cultural history of modern Iran from the point of view of Shiraz, a city famous for its poetry and its traditions of scholarship. Exploring the relationship among history, poetry and politics, the book analyses how Shiraz came to be defined as the country’s cultural capital, and explains how Iranians have used the concept of culture as a way of thinking about themselves, their past and their relationship with the rest of the world. Weaving together a theoretical approach with extensive ethnographic research, the book suggests a model to integrate broad concerns with a nuanced analysis of Iran’s cultural traditions and practices. The author’s interdisciplinary approach sheds light on how contemporary Iranians relate to classical Persian poetry; on the relationship between expressive forms and the political imagination; and on the different ways teachers, professors, cultural managers, poets and scholars think and work. He describes how history and poetry are the two dominant modes to talk about the past, present and future of the town and demonstrates that the question of knowledge is crucial to an understanding of the political and existential dimensions of life in Iran today. This book will be a major contribution to the current effort to move away from nationalist views of Iranian history and culture, and as such will be of great interest to scholars of cultural anthropology, history, Middle Eastern studies and Iranian studies.

An argument against the ideology of domesticity that separates work from home; lavishly illustrated, with architectural proposals for alternate approaches to working and living. Despite the increasing numbers of people who now work from home, in the popular imagination the home is still understood as the sanctuary of privacy and intimacy. Living is conceptually and definitively separated from work. This book argues against such a separation, countering the prevailing ideology of domesticity with a series of architectural projects that illustrate alternative approaches. Less a monograph than a treatise, richly illustrated, the book combines historical research and design proposals to reenvision home as a cooperative structure in which it is possible to live and work and in which labor is socialized beyond the family—freeing inhabitants from the sense of property and the burden of domestic labor. The projects aim to move the house beyond the dichotomous logic of male/female, husband/wife, breadwinner/housewife, and private/public. They include the reinvention of single-room occupancy as a new model for affordable housing; the reimagining of the simple tower-and-plinth prototype as host to a multiplicity of work activities and enlivening street life; and a plan for a modular, adaptable structure meant to house a temporary dweller. All of these design projects conceive of the house not as a commodity, the form of which is determined by its exchange value, but as an infrastructure defined by its use value.