EduCommon · Commoning Education: Lessons from Latin American Popular Education in Buenos Aires – Argentina
„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“
- Период
- 2022-03-01 → 2025-02-28
- Финансиране от ЕС
- 206 497 €
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- 2
- Схема
- MSCA-IF
Линиите свързват координатора с партньорите.
Накратко на български
Образованието като общо благо се изследва чрез примери от народното образование в Буенос Айрес, Аржентина. Това помага да се разбере как местните общности могат да управляват учебния процес извън държавния и частния сектор за постигане на социална справедливост.
Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.
Резултати накратко
Commoning Education: Lessons from Latin American Popular Education in Buenos Aires – Argentina
Since the 1990s, privatised views of education have become dominant. Trying to reverse such views, UNESCO published a report in 2015 focused on reconceptualizing education as a common good. Precisely, the notion of the common gained prominence in the European context following the 2008 crisis, as a response to the societal rejection of austerity measures and budget cuts. Inspired by grassroots and participatory democracy models, the notion of the commons promotes a critical model of citizenship, actively engaging in collective governance processes (commoning processes) of natural, social, and cultural resources –including public education. Its goal is to achieve open and equitable access that reverses these processes of privatisation. Thus, the notion of the commons encompasses organisational systems that are not public (understanding "public" as the state) nor private (understanding "private" as the market). Thus, the commons challenge the "public-state vs. private" dichotomy, in favour of a participatory democratic model that operates at the local-community level. Nonetheless, the commons approach has received limited empirical exploration within the field of education. In view of this, EduCommon project explores the commons approach in education by foregrounding experiences that stretch beyond the traditional school model and actively engage civil society actors in fostering education for transformation and social justice. In this regard, the revival of Popular Education tradition following the Argentinean crisis of 2001 serves as a notable example, with ongoing projects of successful common governance of education. However, this effort has not been addressed through the commons lens and has barely gained visibility in Europe. While the commons approach embodies Responsible Research and Innovation (RRI) through the reciprocal learning between academia and society, there remains a scarcity of studies in education policy that effectively bridge theoretical discourse with empirical observations of projects inspired by commons principles. Recognising this gap, EduCommon has undertaken empirical research to explore the notion of the commons in education, focusing on contemporary Popular Education experiences in Buenos Aires. Against the backdrop of pressing challenges such as fostering inclusive responses to immigration in education and countering the rise of extreme right ideologies, promoting the perception of education as a commons emerges as a social imperative for safeguarding and fortifying today's democracies.
Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз
Цел на проекта
Democratic education is a condition for the construction and preservation of democracies. On this basis, UNESCO purposed in 2015 to rethink education as a common good to reverse the privatised views of education, dominant since the 1990s, which diluted the key role of education in the construction of democratic citizenship. This interdisciplinary action aims to reinforce a conception of education as a common good by foregrounding experiences that stretch beyond the traditional school model and actively engage civil society actors in an education for transformation and social justice. To this end, EduCommon will develop knowledge exchange through an intercultural dialogue between two educational/social trends recently developed in crises contexts: Commons Paradigm (CP) and Popular Education (PE). CP has gained strength in Europe after the 2008 crisis in several social domains, including education; however, so far has not provided relevant applications in education. PE is a long tradition in Latin America that offers numerous experiences organising education as a common good, as show the current projects in Buenos Aires emerged after the 2001 crisis. Although PE experiences have not been connected to CP and had barely gained visibility in Europe, they both share key points with CP; both are based on the premise that an education for democracy must be democratically organised, and therefore promote the active participation of civil society through grassroot democracy and participatory citizenship models. Thus, EduCommon would bring out mutual synergies: CP would strengthen the theoretical framework of PE, whilst PE would provide CP with experiences to follow. To set up this intercultural dialogue, the fellow will bring to Argentina her previous knowledge on CP, whilst will return to Europe analytical knowledge on the current PE experiences. Lessons generated will be of wider relevance for the European education governance, with transferable outcomes to other contexts.
Оригинален текст от CORDIS (на английски).
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Данни: CORDIS, © Европейски съюз