Introduction
This paper examines ways in which a local school could become the connective tissue of a segregated community. In the paper we present and analyze the first cycle of our transdisciplinary action research carried in Ledine- one of Belgrade’s suburban neighborhoods. Our action research aims to understand relationships between the local school and the community, with an attempt to strengthen the bond between the two in a way that addresses growing social segregation trends. In this research we engage both educational sciences and urban studies to deepen our understanding of local urban and educational processes.
Context - where do we start from?
Ledine is an ethnically diverse neighborhood in the suburbs of Belgrade dating back to 1961. Over the years, the neighborhood has been rapidly growing as an informal settlement, as did most of Belgrade’s outskirts (Diner et al, 2012). The local elementary school remains the only educational and cultural institution in the area, and the schoolyard remains the only open public space used for gatherings and free time activities. The school itself started to reflect growing social challenges in the neighborhood - once a culturally diverse space, the school has morphed into a place of growing racial segregation, poverty and social exclusion (Statistical Office of the Republic of Serbia & UNICEF, 2014). The school has a total of 350 students, 38% of which are ethnic Serbian, 40% Roma and 22% of other nationalities, mainly Albanian. This school year (2017/2018) marks the first time that the first grade consisted of 100% Roma students, none of which had access to books in own homes (data found in the School’s development plan). This distribution of students does not represent the diversity present in the community, but rather suggests that underprivileged citizens enroll their children in the local school while many of the middle-class neighbors choose other schools for their children. Despite this trend, the school remains a refuge of togetherness and a source of resilience and coexistence in the neighbourhood. This condition was the starting point of our research.
Theoretical background
We developed a theoretical framework based on works in critical transformative pedagogy and critical urban studies. The idea of a school as an agent of change that empowers students to become agents is the central point of this research. We promote and use processes of learning and unlearning as, firstly, emancipatory, critical practice that challenges the status quo through learning, dialogue, and action (bell hooks, 1994; Freire, 1975, 2008; Apple, 2006, 2010), then, learning as co-construction of meanings that originates at the intersection of perspectives (Ball, 2000; Piaget, 1976; Vygotsky, 1996), and finally, learning as embodied experience fueled with imagination and playfulness (Ellsworth, 2005, Brown, Patte, 2013). Our approach is to acknowledge everyone's presence and specificity (hooks, 1994), and to create spaces of learning by being in “a discussion regarding an experience of learning that has little to do with learning as compliance... instead, with the experience of learning that gives rise to that unmistakable, naked, vulnerable look of simultaneous absorption and self-presence.“ (Ellsworth, 2005). By relying on findings from educational fields and critical urban studies, we examine cities as systems of constant conquests of freedom, and public spaces as agents of practicing, supporting, restraining but also creating this freedom (Hou, Knierbein, 2017). A specific aspect of these relations of oppression and freedom are found in the urban periphery. Its freedom lies in its informalities, but at the same time, these informalities create grounds for oppression from the formal system, which exhibits negligence and a lack of sensitivity for the urban reality in the periphery.