14 SES 02 A, Dimensions of Rural/Urban Context-Oriented/Place-Based Education
In a technological world, marked by globalization and the feeling of having overcome the traditional coordinates of space and time, the proximal everyday spaces, specifically the urban ones, seems to have lost their interest for the construction of the subject's identity. However, is precisely in this spaces where most of the activities and socialization processes are taking place.
We are much accustomed to seeing and interpreting education as a personal and individual phenomenon produced and explained in terms of word-mediated interpersonal dynamics. As a result of this dominant conception, the urban space has being relegated to a secondary level, passive, as merely receiver or continent of our behaviours. Only when we started to see that, aside from this wrong assumption, urban spaces are in relation to people and, indeed, its configuration and expression seriously affect the identity, behaviour and even the existence of human beings, only then we rushed to include the urban spaces in our educational reflections.
How has being constructed this new assumption? It has been understood space as a dimension of the complex matrix of factors that shape the educational phenomenon, by drawing up specific forms of education, such as environmental education or urban education; instead of interpreting it as a constituent component of the phenomenon itself and, therefore, entitled to be considered as an inherent aspect in the educational process, resulting in a Pedagogy of urban spaces.
This change in perspective explains one line of research in our group, which aiming at the diagnosis and analysis of a series of parameters, or regularities that articulate urban spaces and proffer meanings for the subjects that experienced a customary space.
Within the above assumption this paper seeks for the interrelationships between the areas defined by three concepts: territory, education and policy action, which act as frames that connect and define a field of vital interest to both education and policy, and eventually to the wellness of communities. Thus, we are interested in showing the place that corresponds to the territory, understood as space, environment, context and situation, not only physical but also social and cultural, in which the action of social and educational policies takes place.
The objective was to determine whether subjects’ experiencing the use of a public park allows us to verify that, in essence, there is education in this space, as a result of the set of relationships that subjects experienced, with the final aim of finding significant information for the proposal of local educational policies. In this vein, we sought to verify that a park "is education not only because the activities carried out are educational, but also because it has intrinsic educational elements favouring the primary training processes”. From this perspective, this space, the park, is not only a particular physical environment, a stage for subjects’ behaviours, but also an active agent in the process of building their identities.
APPLE, Michel. Cultural politics and education. New York: Teachers College Press, 1996. AUGÉ, Marc. Non-Places. Introduction to an Anthropology of Supermodernity. London and New York: Verso Books, 1995. BADIE, Bertrand. Fin des territoires. Essai ser le désordre international et sur l´utilité sociale du respect. Paris, Arthème Fayard, 1995. BERNS, Margie. Contexts of competences: social and cultural considerations in communicative language teaching (New York: Plenum Press, 1990). CUPTA, Akhil and FERGURSON, J. Space, identity and the Politics of difference, in Cultural Antropology, 7, 1992, 6-23. DEWEY, John. Democracy and Education. An Introduction to the Philosophy of education. New York: Simon and Chuster, Inc, 1997. DEWEY, John. Democracia y Educación. Madrid: Morata, 1998. DOBSON, S. The urban Pedagogy of Walter Benjamín. Lessons for the 21 Century. Londres: University of London, New Cross, 2002. ESCOBAR, Arturo. Culture in places: reflections on globalism and subaltern strategies of localization, in Political Geography, 22/2, 2001, 139-74. GOETZ, Edward G. and CLARKE, Susan E. (eds.) The New Localism. Comparative Urban Politics in a Global Era. Londres: Sage, 1993. GOTEES, E. and CLARKE, S. (eds.) The New Localism. Comparative Urban Politics in a Global Era. London: Sage, 1993. HETHERINGTON, Kevin. Expressions of identity: space, performance, politics. London: Sage, 1998. HYMES, Dell H. On communicative competence. Philadelphia: University of Pensylvania, 1971. KAUFMANN, P. L´Experience Emotionnelle de l´Espace. Paris: Vrin, 1967. LASH, Scott and URRY, John. Economies of Signs and Space. London: Sage, 1994. SASSEN, Saskia. Globalization and its discontent. New York: New Press, 1998. SIMON, N. H., Models of Man: Social and Rational. New York: Wiley, 1957. SPRING, J. Political agendas for education. Mahwah, New Jersey: Laurence Erlbaum Associates Publishers, 1997. STEVEN, Feld and BASSO, Reith. H. Senses of Place. Santa Fe: NM, School of American Research Press, 1996.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.