Session Information
20 SES 09 B, Learning in Public Spaces: Reconnecting Democracy and Education
Symposium
Contribution
In this presentation I want to address the question of what meaning the urban public space has in relation to the process of children’s socialization, based on empirical research data from a PhD-study into the social-pedagogical meaning of the neighbourhood for children. The built, shared and lived neighbourhood of children are conceptualized as a concrete co-educator: this means not only as a social and spatial background against which children’s socialization takes place, but as an active intervention in and influence on this process and on the relationship between individual and society. Seen from the question as to how the urban public space influences the socialisation process of children and what opportunities it creates to learn to deal with the otherness and plurality within the city, different patterns can be discerned. These different patterns give rise to different, sometimes conflicting (class related) ways in which children give meaning to, identify with and appropriate urban public space, and the ways in which they learn to define community and their position within it. As a consequence, they create very different individual and collective opportunities for democratic learning, including ways that don’t necessarily contribute to a more democratic or human society.
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