Nova prizorišča učenja v učečih se mestih – javna pedagogika ter državljanska vzgoja in izobraževanje

  • Katarina Popović Univerza v Beogradu, Filozofska fakulteta, Srbija
  • Maja Maksimović Univerza v Beogradu, Filozofska fakulteta, Srbija
  • Aleksa Jovanović Univerza v Beogradu, Filozofska fakulteta, Srbija
  • Jelena Joksimović Univerza v Beogradu, Filozofska fakulteta, Srbija
Ključne besede: učeče se mesto, javna pedagogika, Ne da(vi)mo Beograda, državljanska vzgoja in izobraževanje, državljanski aktivizem

Povzetek

Čeprav koncept učečih se mest in ideja o učenju, ki je osredinjena na prostor, torej regijo, mesto ali skupnost, obstajata že dolgo časa, je Unesco to prakso spodbudil ter pomagal ustvariti in razširiti mrežo učečih se mest po vsem svetu. Vodilna vloga lokalnih oblasti in partnerski odnos z oblikovalci politik je ena od poglavitnih značilnosti obstoječega koncepta učečih se mest, vendar v članku prek primerov učečih se mest, ki se »upirajo« lokalni ali nacionalni vladi, ob tem pa imajo v središču svojih dejavnosti učenje, spodbijamo nujnost te značilnosti za nastanek učečega se mesta. Podrobno je opisan primer Beograda in različne oblike državljanskega delovanja (protesti, »gverilsko« delovanje, aktivno sodelovanje v javnih razpravah) v tem mestu, ki so analizirane z vidika javne pedagogike. Okvir, v katerem je državljansko delovanje interpretirano kot pomemben način učenja, tvorita teorija Gerta Bieste z njegovim konceptom javne sfere kot prostora državljanskega delovanja in ideja Elizabeth Ellsworth o aktivnem ustvarjanju prostora. Prav tako je uporabljen Lefebvrov koncept »pravice do mesta«. Na ta način je mogoče idejo učečih se mest razširiti tudi na mesta, v katerih odnosi z oblikovalci politik niso harmonični, obstajajo pa močna državljanska gibanja in državljansko delovanje kot oblika neformalnega učenja v javni sferi.

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Baethge-Kinsky, V., & Döbert, N. (2011). Lernen ganzheitlich erfassen – Wie lebenslanges und lebensweites Lernen in einem kommunalen Lernreport dargestellt werden kann. Gütersloh: Bertelsmann Stiftung.

Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. London: Duke university Press.

Beard, V. A., Mahendra, A., & Westphal, M. I. (2016). Towards a More Equal City: Framing the Challenges and Opportunities (Working Paper). Washington, DC: World Resources Institute.

Biao, I., Esaete, J., & Oonyu, J. (2013). The role of building learning cities in the rejuvenation of Africa. International Review of Education, 59(4), 469–488.

Biesta, G. (2013). Learning in Public Places: Civic Learning for the Twenty First Century. In G. Biesta, M. De Bie, & D. Wildemeersch (Eds.), Civic learning, democratic citizenship and the public sphere (pp. 1–15). Dordrecht: Springer Science & Business Media.

Biesta, J. J. G. (2017). The Rediscovery of Teaching. London and New York: Routledge.

Canadian Council on Learning. (2010). The 2010 Composite Learning Index: Five Years of Measuring Canada’s Progress in Lifelong Learning. Ottawa: Canadian Council on Learning.

Das Bildungsportal-Lippe. (2011). Deutscher Lernatlas. Retrieved September 10, 2019, from http://www.bildungsportal-lippe.de/archiv/deutscher-lernatlas/

Delibašić, B., Nikolić, S., & Vasiljević, J. (2019). Demokratizacija odozdo: Formiranje i delovanje novih društvenih pokreta u Srbiji i Makedoniji. Beograd: Institut za filozofiju i društvenu teoriju.

De Visscher, S. (2014). Mapping Children’s Presence in the Neighbourhood. In G. Biesta, M. De Bie, & D. Wildemeersch (Eds.), Civic learning, democratic citizenship and the public sphere (pp. 73–91). Dordrecht: Springer Science & Business Media.

Ellsworth, E. (2005). Places of learning: Media, architecture, pedagogy. London: Routledge, Taylor & Francis Group.

Garau, P. (2016). Public Space: a Strategy for Achieving the Equitable City. Retrieved October 15, 2019, from https://www.uclg.org/sites/default/files/uclg-public_space-think_piece.pdf

En Comú, B., Bookchin, D., & Colau, A. (Eds.). (2019). Fearless Cities: A guide to the global municipalist movement. Oxford: New Internationalist.

Harvey, D. (2012). Rebel cities: from the right to the city to the urban revolution. London, New York: Verso.

Jelenc Krašovec, S., Bosanac, Ž., Dalila Hočevar, S., Vrhovec, N., Zankolič, N., & Kump, S. (2017). Community members’ initiatives in public open spaces: two case studies from Slovenia. Andragoška spoznanja, 23(3), 55–70.

Knapp, M., Flach, A., & Ayboğa, E. (2016). Revolution in Rojava. Democratic Autonomy and Women’s Liberation in Syrian Kurdistan. London: Pluto Press.

Lawy, R., & Biesta, G. (2006). Citizenship-as-practice: The educational implications of an inclusive and relational understanding of citizenship. British journal of educational studies, 54(1), 34–50.

Lefebvre, H. (1996). Writings on Cities. (Selected, translated and introduced by Kofman, E. & Lebas, E.). Oxford, Massachusetts: Blackwell publisher.

Le Feuvre, M., Medway, D., Warnaby, G., Ward, K., & Goatman, A. (2016). Understanding stakeholder interactions in urban partnerships. Cities, 52, 55–65.

Longworth, N. (2006). Learning Cities, Learning Regions, Learning Communities - Lifelong Learning and Local Government. London and New York: Routledge.

Longworth, N. (2014). Learning city dimensions. City Growth Commission. Retrieved September 15, 2019, from https://www.thersa.org/globalassets/pdfs/city-growth-commission/evidence/learning-city-dimensions.pdf

Longworth, N., & Osborne, M. (2010). Six Ages towards a Learning Region – A Retrospective. European Journal of Education, 45(3), 368–401.

Loughlin, C., & Lang, K. (2005). Young Workers. In J. Barling, E. K. Kelloway, & M. R. Frone (Eds.), Handbook of Work Stress (pp. 405–430). London: Sage Publications, Inc.

Madden, J. D. (2012). City becoming world: Nancy, Lefebvre, and the global–urban imagination. Environment and Planning: Society and Space, 30(5), 772–787.

Maksimović, M., & Nišavić, I. (2019). Learning the unknown: The potential of liminal space for adult education. Andragoške studije, 1, 33–46.

Manning, E. (2007). Politics of touch: Sense, movement, sovereignty. Minneapolis: University of Minnesota Press.

Moir, S., & Crowther, J. (2017). Radicalising citizenship education. Andragoška spoznanja, 23(3), 17–34.

Osborne, M., Kearns, P., & Yang, J. (2013). Learning cities: Developing inclusive, prosperous and sustainable urban communities. International Review of Education, 59(4), 409–423.

Popović, K. (2019). Προλογικό σημείωη. In Μπαγάκης, Γ., Δεληγιάννης, Δ., Κουλαουζίδης, Γ., Ηλιοπούλου M. (Eds.). Πολεισ που μαθαινουν καλεσ πρακτικεσ, μεθοδολογιεσ και πολιτικεσ στην Αθηνα, Θερμη, Κορινθο και Λαρισα [Learning cities good practices, methodologies and policies in Athens, Thermi, Corinth and Larissa] (pp. 7–10). ΑΘΗΝΑ: Εκδότης Γρηγορη

Popović, K., Maksimović, M., & Jovanović, A. (2018). Towards new learning environments – Collective civic actions as learning interventions in post-Communist Belgrade. European Journal of Education, 53(3), 365–376.

Popović, K., Maksimović, M. & Jovanović, A. (2020). Learning Democracy: Beyond the Traditional Didactics. In S. Sava, C. Borca, & G. Clitan (Eds.), Collective Capacity Building. Shaping Education and Communication in Knowledge Society. Leiden, Boston: Brile, SENSE, 83-97.

Organisation for Economic Co-operation and Development. (2001). Cities and Regions in the New Learning Economy. Paris: OECD.

Reimers, E., & Martinsson, L. (2016). Education and Political Subjectivities in Neoliberal Times and Places: Emergences of norms and possibilities. London: Routledge.

Robèrt, K. H., Daly, H., Hawken, P., & Holmberg, J. (1997). A compass for sustainable development. International Journal of Sustainable Development and World Ecology, 4, 79–92.

Saisana, M. (2010). ELLI-Index: a sound measure for lifelong learning in the EU. Luxembourg: Publications Office of the European Union.

Sandlin, J. A., O’Malley, M. P., & Burdick, J. (2011). Mapping the complexity of public pedagogy scholarship: 1894–2010. Review of Educational Research, 81, 338–375.

UNESCO. (2016). Education for people & planet: Creating sustainable futures for all. Global Education Monitoring Report Team. Paris: UNESCO.

UNESCO, & UNESCO Institute for Lifelong Learning. (2015). Guidelines for Building Learning Cities. UNESCO Global Network of Learning Cities. Paris: UNESCO.

UNESCO, & UNESCO Institute for Lifelong Learning. (2019a). Cities of inclusion: The winners of the UNESCO Learning City Award 2019. Retrieved October 10, 2019, from http://uil.unesco.org/lifelong-learning/learning-cities/cities-inclusion-winners-unesco-learning-city-award-2019

UNESCO, & UNESCO Institute for Lifelong Learning. (2019b). UNESCO Global Network of Learning Cities. Retrieved September 15, 2019, from http://uil.unesco.org/lifelong-learning/learning-cities.

United Cities and Local Governments. (2015). The Sustainable Development Goals. What local governments need to know. Barcelona: UCLG.

White, T. (2016). Take Back the City: reclaiming London for the people. Retrieved October 15, 2019, from https://www.academyofurbanism.org.uk/take-back-the-city-reclaiming-london-for-the-people-tim-white/

Objavljeno
2020-02-25
Kako citirati
PopovićK., MaksimovićM., JovanovićA., & JoksimovićJ. (2020). Nova prizorišča učenja v učečih se mestih – javna pedagogika ter državljanska vzgoja in izobraževanje. Andragoška Spoznanja, 26(1), 33-51. https://doi.org/10.4312/as.26.1.33-51