Conference:
ECER 2008
Format:
Paper
Session Information
PRE_D7, Preconference; Paper Session D7
Paper Session
Time:
2008-09-08
14:45-16:15
Room:
CE 04
Chair:
Ingolfur Asgeir Johannesson
Contribution
Educating ourselves as citizens able to understand and have a say, no matter how indirectly, in the material conditions we share, as well as in the cultural and conceptual constructions that govern the existing structures, might be a step towards contemplating the building, from the bottom, of a more democratic society. Public spaces, and learning to participate in them, could provide a link between demanding a greater participation in material conditions (jobs, housing, income, health, transport, administration, information, control) and creating the opportunities for understanding and getting to know about the world we live in (sciences, technical and social skills, philosophy, arts, religions). Structural conditions will not change exclusively due to more or less schooling opportunities, but every day, decisions are taken that alter or maintain conditions, including personal decisions on health and personal conditions which affect others. The agents who take the main decisions can be more or less indifferent to the interests of their fellow citizens. So can every affected citizen. Participation and public interests take place and develop at very different levels, and in different fields of interests: Schools can be a public space. But the power of the school is limited in terms of space, time, target public, influence, and the capacity to assimilate realities that are not comprised within the institutional borders. The mass media and other public spaces can reach more locally, in depth, and over a wider range of age and culture combinations. They may constitute means for more direct action. The policy makers, the main financial, economic, and scientific power occupy altogether different places, but they need labour, consumers, votes, public support. They also need long term ecologic and humanistic perspectives.
Key words: social justice, public spaces, Bildung, scientific literacy.
Method
Starting from the concept of public place as a dynamic construction (Arendt, Innerarity), we examine some cross-boundary experiences in public spaces in Barcelona, in 2007-2008. We consider the ways in which several projects can combine to favour a democratic experience, and their limitations: the Catalan government in school-neighbourhood, a science museum, an independent radio programme, a public library.
Expected Outcomes
The responsibility to take decisions regarding environmental, health, economic and political issues, depend on information, understanding, knowledge, personal and interpersonal skills, social and technological experience, expertise, management, the capacity for each person to interpret the world and cope with other interpretations. There is an urgent need for a growing interaction among communication and educational institutions and agents. This depends on a wide range of communication and education professionals with vocation, professionalism, material resources, budget, and symbolic authority granted by society.
References
Arendt, Hannah 2005 La condición humana. Barcelona. Paidós. Bhatti, G., Gaine, C., Gobbo, F., Leeman, Y. (2007) Social Justice and Intercultural Education; an open ended dialogue. Stoke on Trent, UK, and Sterling USA; Trentham Books. Innerarity, Daniel (2006) El nuevo espacio público. Madrid; Espasa Calpe. Marco-Stiefel, B. (2000) “La alfabetización científica” in: Perales, F. J. & Cañal, P. (eds.) Didáctica de las ciencias experimentales. Teoría y práctica de la enseñanza de las ciencias. Alcoy. Marfil.
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