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This paper introduces the Feral Map, an open online map that brings together different creative practices questioning the dominant extractive, technocentric rendering and legitimising of particular algorithmic futures. Building on its initial development drawn upon open urban tree data, it invites people to explore and engage with their surroundings in creative, unfamiliar ways and share their experiences in the form of stories, using different kinds of media, sensory impressions, and personal expressions. These stories can be offered to existing places and local "creatures" (such as animals, ambiences, and glitches) or become new creatures on their own, emphasising mattering and entanglements: that change is the only constant in life. Through this, the map obscures the currently available – mostly quantitative – data about a place, and can help to raise questions about power, values, and structural inequalities that shape the place and its future. The Feral Map has been evolving to include such stories and creatures – or messy data – from different creative, practice-based research projects. Our paper presents the theoretical framing of the Feral Map and its design, how it has been transforming along with the involved projects, as well as our learnings from the process and possible future directions. [ABSTRACT FROM AUTHOR]

Can participatory engagements in the form of more-than-human co-creation be a generative form of socially and ecologically-just and critical urban placemaking? In recent years, there has been growing interest across sectors in bringing together diverse needs, desires, and experiences through co-creative processes that foster transformative futures, which involve caring with, and for, specific stakeholders. However, institutionalised and increasingly formulaic approaches to care and participation raise questions of who exactly is being included and excluded, how co-creation is carried out, and to what ends. This article explores three interrelated examples of critical urban placemaking in the arts, interrogating how we might design for liveable urban futures as matters of care. We propose that this is achievable through the critical conceptual lens of 'care-full co-curation' which prioritises the vital co-existence of all beings, and designs with and alongside the needs and lived experiences of human and other-than-human actors and agencies alike. [ABSTRACT FROM AUTHOR]

This article offers a reflection on how we might co-design with and for care amid the era of digital economy through a critique of current approaches to supporting mental well-being outside of therapy. Lenses of care theory and posttraumatic growth guide this critique, examining six themes of creative approaches that have been identified through a thematic review of 83 existing interventions: online communities, digitisation and re-design of psychology intervention, biometrics and data-driven, creative sharing of stories, symbolic engagements, and creative offerings of comfort and encouragements of self-care. In particular, approaches that lie within the sharing economy are scrutinised, presenting neoliberal drives that oppose its values of fairness and equity. Involvement of trusted others in the co-design of care entanglements is proposed, suggesting that these involvements would allow for reciprocal care encounters to be personalised towards those who have experienced trauma and their trusted others. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the guest editors discuss various reports within the issue on topics including a case study of urban acupuncture socio-environmental theory, mobile games for envisioning to start a businesses on a street, and socio-cultural uses of digital media.

In order to minimize the life threatening ecological impacts of human actions there is an urgent need for education to prioritize personal and societal transformation as one of its central purposes. The broad fundamental and systemic changes required are not well understood, nor is there substantial research identifying how secondary schools and teachers can implement new responsive pedagogical frameworks at a grass roots level. This paper presents an emerging research agenda looking at how design-led and whole systems thinking approaches to learning, applied within a holistic ecocentric learning paradigm, can be used to promote transformative learning towards active global citizenship and global sustainability within an Australian independent school context. [ABSTRACT FROM AUTHOR]