Out-of-school learning between identity, diversity and connections: extending the classroom for active citizenship
This contribution explores learning experiences outside the school, recognizes the multiplicity of places where learning can take place, and analyses its formative and transformative effectiveness. The theoretical reflection is based upon the pedagogical power of place to foster possibilities of using the territory as an integral part of the curriculum and to contribute to reduce the isolation of schooling’s discourses and practices from the living world outside. The research is accompanied by data analysis from narrative interviews involving out-of-school learning experiences that have a consolidated tradition in South Tyrol, an autonomous and bilingual region in Northern Italy. Out-of-school learning places highlight experiential learning, and reflection processes. The school outside the school is also a privileged place for building networks of collaboration and learning with the educational institutions in the community, and a multiple space in which each student can connect experiences, identities and commitments.
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The street-level delivery of activation policies: constraints and possibilities for a practice of citizenship Nothdurfter U (Taylor & Francis (Routledge): STM, Behavioural Science and Public Health Titles, 2016)The debate on activation policies and challenges to social citizenship has to go beyond the level of formal policy and take into account also its operational and street-level dimension, which shapes what eventually arrives ...
Elahi M; Braunhofer M; Ricci F; Tkalcic M (Springer, 2013)Recommender systems (RSs) suffer from the cold-start or new user/item problem, i.e., the impossibility to provide a new user with accurate recommendations or to recommend new items. Active learning (AL) addresses this ...