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Titlebook: Educational Commons; Democratic Values, S Gianna Cappello,Marianna Siino,Mittzy Arciniega-Ca Book‘‘‘‘‘‘‘‘ 2024 The Editor(s) (if applicable

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發(fā)表于 2025-3-21 19:23:31 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)Educational Commons
副標(biāo)題Democratic Values, S
編輯Gianna Cappello,Marianna Siino,Mittzy Arciniega-Ca
視頻videohttp://file.papertrans.cn/303/302580/302580.mp4
概述Provides a theoretical framework and empirical evidence in the emerging field of the educational commons.Offers case studies implemented in different contexts with suggestions for future educational a
叢書(shū)名稱(chēng)UNIPA Springer Series
圖書(shū)封面Titlebook: Educational Commons; Democratic Values, S Gianna Cappello,Marianna Siino,Mittzy Arciniega-Ca Book‘‘‘‘‘‘‘‘ 2024 The Editor(s) (if applicable
描述.This open access book presents the final findings from the case studies developed within the Horizon 2020 SMOOTH project .Educational Spaces. Passing through Enclosures and Reversing Inequalities through Educational Commons.. The overall objective of the project was to understand, develop, and accelerate the potential impact of education on reversing inequalities for active social inclusion of children and young people at risk in Europe, through introducing the emergent paradigm of the “commons” as an alternative value and action system in the field of education (preschools, schools, and after-school programs). SMOOTH critically draws out the implications of the commons for refiguring education and for social change in general, on a footing of equality, sharing, participation, togetherness, caring, and freedom. Universities, research laboratories, municipalities, NGOs, museums, and youth organizations, in different European countries, have worked together to achieve the aboveaim involving almost 200 educators and teachers, and 800 children, and providing interesting insights and suggestions on how to implement educational commons in many different educational contexts. The target
出版日期Book‘‘‘‘‘‘‘‘ 2024
關(guān)鍵詞Educational commons; social inclusion; civic engagement; citizenship; formal education; informal educatio
版次1
doihttps://doi.org/10.1007/978-3-031-51837-9
isbn_softcover978-3-031-51839-3
isbn_ebook978-3-031-51837-9Series ISSN 2366-7516 Series E-ISSN 2366-7524
issn_series 2366-7516
copyrightThe Editor(s) (if applicable) and The Author(s) 2024
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https://doi.org/10.1007/978-1-349-03019-4? (d) What are the effects of applying a commons’ logic to address inequalities and achieve social inclusion of young people from vulnerable social groups? The analysis of the textual data collected through interviews and focus groups, logbooks, fieldnotes, observation grids, and audiovisual documen
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A Simulated Annealing Inequalities Solveragement of the teaching and learning process enacted by all members of the educational community in its everyday life and on a footing of equality, solidarity, autonomy, sharing and caring, still have a long way to go. Despite this fact, the diverse case studies presented here as examples of the Gre
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發(fā)表于 2025-3-22 16:41:50 | 只看該作者
Electric and Electronic Control Devices,er and October 2022. These studies aimed to explore diverse dimensions of the educational commons concept, including ., ., and . within educational and community settings. The findings apprise children’s perspectives as citizens and commoners, highlighting their creativity, self-awareness, interests
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發(fā)表于 2025-3-22 19:06:46 | 只看該作者
https://doi.org/10.1007/0-387-30633-1 Estonia. Through Action Research, which included observations in a formal and a non-formal learning environment, and focus groups interviews, these practices were documented and are discussed in relation to the principles of social justice, namely: redistribution, recognition, and participation. By
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發(fā)表于 2025-3-23 04:38:10 | 只看該作者
2366-7516 eaim involving almost 200 educators and teachers, and 800 children, and providing interesting insights and suggestions on how to implement educational commons in many different educational contexts. The target 978-3-031-51839-3978-3-031-51837-9Series ISSN 2366-7516 Series E-ISSN 2366-7524
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發(fā)表于 2025-3-23 05:40:35 | 只看該作者
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