Im Zuge der fortschreitenden Digitalität finden die Praktiken des alltäglichen Lebens -bewusst oder unbewusst -zunehmend in Algorithmuskulturen statt. Hierbei eröffnen sich aus räumlicher Perspektive neue fachliche Diskurse. Diese werden mittels drei verschiedener Rollen von Algorithmen in sozio-technischen Systemen aufgezeigt und auf ihre Bedeutung für raumwirksame Prozesse diskutiert. Vor diesem Hintergrund werden wir Ansätze zur Integration von Algorithmuskulturen in der geographischen Bildung vorstellen, die das mündige Agieren in einer durch Algorithmen geprägten Lebenswelt fördern.

In dieser Studie werden das Smart pupils in the smart city? On the meaning and adaption of a future concept in textbooksIn this study, we will present the smart city concept and deduce abilities, e. g. maturity and participation, of smart citizens. We argue that these abilities are more relevant than ever and why pupils need to be prepared for this challenge. To this end we apply a quantitative and qualitative analysis to curricular documents and textbooks. As a result it becomes clear that the textbooks do not look at the smart city concept in its entirety, but offer indirect links which we discuss at the end.

Smart cities, despite their supposed benefits, also pose challenges to inhabitants. The promised improvements of quality of life, sustainability and efficiency are accompanied by a lack of data security and privacy, and a loss of spontaneous and chaotic but enjoyable urban life. School has to prepare pupils for life in the smart city, and therefore universities have to equip pre-service teachers for this task. This paper seeks to examine how portfolio work supports pre-service teachers in this undertaking. Portfolios compiled in a teachertraining seminar for geography and interviews with participants were analyzed and categorized. The results demonstrate that students created complex images of the smart city. The images widely agree with attributions assigned to smart cities by experts. Additionally, the study revealed abilities which the students developed through portfolio writing and identified tasks that supported them in this. For example, one student visualized his ideal city in an essay and thereby identified his own interests. The students described their learning process precisely and reflected on their opinion forming. The findings indicate that portfolio work is valuable in the learning field of smart cities in particular, as well as in the domain of the digitalization of society in general.

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We examine whether and why previous Security Council decisions establish institutional opportunity structures that exert influence on both the behavior of member states in organizational decision processes and their collective decisions. Theoretically, we demonstrate that doctrines and other previous decisions provide focal points around which actors expectations can converge in coordination situations to identify a single coordination solution. They also provide incentives for stepwise upgrading enforcement measures in crisis situations that trigger an institutional logic of escalation. Council decision-making in the Libya crisis of 2011 clearly exemplifies these institutional effects. Even in spite of continuing gridlock within the Council on the current crisis in Syria, member states adjust their individual decision-making behavior to opportunity structures arising from their previous decisions.