Out-of-school learning between identity, diversity and connections: extending the classroom for active citizenship

• Cinzia Zadra ^[1]
  1. [1] Free University of Bolzano-Bozen, Italia
• Localización: Educació 2019: reptes, tendències i compromisos: Llibre d'actes: I Conferència Internacional de Recerca en Educació / Núria Castells (ed. lit.), Pablo Rivera Vargas (ed. lit.), Juliana Cristina Faggion Bergmann (ed. lit.), Marta Beatriz Esteban Tortajada (ed. lit.), Carles Lindín Soriano (ed. lit.), 2020, ISBN 978-84-17934-76-7, págs. 263-268
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • 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.