Drawing on fieldwork in Bristol, UK, the article resituates the increasingly popular policy framing of a “learning city” within recent anthropological debates on urban political materiality. Using research findings from fieldwork conducted in sites of informal and non‐formal learning on the margins of a UNESCO Learning City, we argue for an ethnography that is attentive to the ways in which learning manifests itself in everyday life. Through three field sites—a community space, a bicycle workshop, and a contested heritage campaign—we demonstrate the significance of material culture, controversy, and care as constitutive of learning processes within urban life. Through these examples, we aim to reframe questions on the complexity of learning at a city scale as part of affect‐driven knowledge and the material, embodied transmission of skill and everyday practice. By tracing how learning plays out in everyday life, we can begin to interrogate what happens beyond the neoliberal forms of educational governance, and the extent to which the everyday practices challenge or reinforce top‐down formulations as well as potentially transforming forms of knowledge production.

中文翻译：

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争执与关怀：英国布里斯托尔的情感重要性和日常学习

本文以英国布里斯托尔的田野调查为基础，在最近关于城市政治重要性的人类学辩论中，重新定义了“学习型城市”的日益流行的政策框架。我们使用在联合国教科文组织学习城边缘的非正式和非正式学习场所进行的实地调查研究结果，提出了一种民族志，该民族志应关注学习在日常生活中的表现方式。通过三个现场站点，一个社区空间，一个自行车工作坊和一个有争议的遗产运动，我们展示了物质文化，争议和关怀对于城市生活中学习过程的构成的重要性。通过这些示例，我们旨在重新构造关于城市规模学习的复杂性的问题，将其作为情感驱动知识和材料的一部分，体现技能和日常实践的传递。通过追踪学习在日常生活中的表现方式，我们可以开始审视新自由主义教育治理形式之外发生的事情，以及日常实践在多大程度上挑战或加强自上而下的提法以及可能改变知识生产形式的事情。