New Learning Sites in Learning Cities – Public Pedagogy and Civic Education
Apstrakt
Although the concept of learning cities and the idea of learning being place-based and focused on a region, city, town or community have existed for a long time, it is UNESCO’s work that gave the impetus to the practice, helping to create and spread the network of Learning Cities worldwide. One of the main characteristics of the current concept is the leading role of the local government and partnership with policy makers. The paper challenges this feature with the example of cities that are “rebelling” against the local or national government, but do have learning at the core of their activities. The example of Belgrade is described in detail, where various civic actions (protests, ‘guerrilla’ actions, active participation in public discussions) are analysed from the point of view of public pedagogy. The theory of Gert Biesta and his conception of the public sphere as a space for civic action as well as Elizabeth Ellsworth’s ideas on the active creation of space are the framework in w...hich civic actions are interpreted as important kinds of learning. Lefebvre’s concept of the “right to the city” is also applied. In this way, the whole concept of learning cities might be broadened to include cities without a harmonious relationship with its policy makers, but with strong civic movements and civic actions as a kind of non-formal learning in public spaces.
Izvor:
AS: Andragoška Spoznanja, 2020, 26, 1Izdavač:
- Ljubljana University Press, Faculty of Arts (Znanstvena založba Filozofske fakultete Univerze v Ljubljani)
Institucija/grupa
Andragogija / AndragogyTY - JOUR AU - Popović, Katarina AU - Maksimović, Maja AU - Jovanović, Aleksa AU - Joksimović, Jelena PY - 2020 UR - http://reff.f.bg.ac.rs/handle/123456789/3127 AB - Although the concept of learning cities and the idea of learning being place-based and focused on a region, city, town or community have existed for a long time, it is UNESCO’s work that gave the impetus to the practice, helping to create and spread the network of Learning Cities worldwide. One of the main characteristics of the current concept is the leading role of the local government and partnership with policy makers. The paper challenges this feature with the example of cities that are “rebelling” against the local or national government, but do have learning at the core of their activities. The example of Belgrade is described in detail, where various civic actions (protests, ‘guerrilla’ actions, active participation in public discussions) are analysed from the point of view of public pedagogy. The theory of Gert Biesta and his conception of the public sphere as a space for civic action as well as Elizabeth Ellsworth’s ideas on the active creation of space are the framework in which civic actions are interpreted as important kinds of learning. Lefebvre’s concept of the “right to the city” is also applied. In this way, the whole concept of learning cities might be broadened to include cities without a harmonious relationship with its policy makers, but with strong civic movements and civic actions as a kind of non-formal learning in public spaces. PB - Ljubljana University Press, Faculty of Arts (Znanstvena založba Filozofske fakultete Univerze v Ljubljani) T2 - AS: Andragoška Spoznanja T1 - New Learning Sites in Learning Cities – Public Pedagogy and Civic Education IS - 1 VL - 26 DO - 10.4312/as.26.1.33-51 ER -
@article{ author = "Popović, Katarina and Maksimović, Maja and Jovanović, Aleksa and Joksimović, Jelena", year = "2020", abstract = "Although the concept of learning cities and the idea of learning being place-based and focused on a region, city, town or community have existed for a long time, it is UNESCO’s work that gave the impetus to the practice, helping to create and spread the network of Learning Cities worldwide. One of the main characteristics of the current concept is the leading role of the local government and partnership with policy makers. The paper challenges this feature with the example of cities that are “rebelling” against the local or national government, but do have learning at the core of their activities. The example of Belgrade is described in detail, where various civic actions (protests, ‘guerrilla’ actions, active participation in public discussions) are analysed from the point of view of public pedagogy. The theory of Gert Biesta and his conception of the public sphere as a space for civic action as well as Elizabeth Ellsworth’s ideas on the active creation of space are the framework in which civic actions are interpreted as important kinds of learning. Lefebvre’s concept of the “right to the city” is also applied. In this way, the whole concept of learning cities might be broadened to include cities without a harmonious relationship with its policy makers, but with strong civic movements and civic actions as a kind of non-formal learning in public spaces.", publisher = "Ljubljana University Press, Faculty of Arts (Znanstvena založba Filozofske fakultete Univerze v Ljubljani)", journal = "AS: Andragoška Spoznanja", title = "New Learning Sites in Learning Cities – Public Pedagogy and Civic Education", number = "1", volume = "26", doi = "10.4312/as.26.1.33-51" }
Popović, K., Maksimović, M., Jovanović, A.,& Joksimović, J.. (2020). New Learning Sites in Learning Cities – Public Pedagogy and Civic Education. in AS: Andragoška Spoznanja Ljubljana University Press, Faculty of Arts (Znanstvena založba Filozofske fakultete Univerze v Ljubljani)., 26(1). https://doi.org/10.4312/as.26.1.33-51
Popović K, Maksimović M, Jovanović A, Joksimović J. New Learning Sites in Learning Cities – Public Pedagogy and Civic Education. in AS: Andragoška Spoznanja. 2020;26(1). doi:10.4312/as.26.1.33-51 .
Popović, Katarina, Maksimović, Maja, Jovanović, Aleksa, Joksimović, Jelena, "New Learning Sites in Learning Cities – Public Pedagogy and Civic Education" in AS: Andragoška Spoznanja, 26, no. 1 (2020), https://doi.org/10.4312/as.26.1.33-51 . .