作者: Lime石灰 時間: 2025-3-21 23:01 作者: 貪婪地吃 時間: 2025-3-22 02:12
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作者: 食物 時間: 2025-3-22 08:06 作者: Tidious 時間: 2025-3-22 09:07
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作者: CHANT 時間: 2025-3-22 16:41
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作者: CHANT 時間: 2025-3-22 19:06
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作者: 河潭 時間: 2025-3-22 23:00 作者: 百科全書 時間: 2025-3-23 04:38
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 作者: idiopathic 時間: 2025-3-23 05:40 作者: 行乞 時間: 2025-3-23 09:52
Introduction,, insecurity, and fear among these groups. This was achieved by introducing the emerging concept of the commons as an alternative framework of values and actions within preschools, schools, and afterschool programs, focusing on the interactions among children and youth, as well as between children a作者: Infant 時間: 2025-3-23 14:05
From Crisis to Commons? Exploring the Potential of the Commons Via Two Secondary Education Case Stude commons as an individual responsibility rather than a collective commitment and the risk of instrumentalizing the commons by prioritizing outcomes over the participatory process. While commons-based initiatives face substantial hurdles within the current educational landscape, they offer a useful 作者: EXUDE 時間: 2025-3-23 20:20 作者: sacrum 時間: 2025-3-23 22:14 作者: fidelity 時間: 2025-3-24 04:41 作者: abstemious 時間: 2025-3-24 07:15
Children, Citizenship, and Commons: Insights from Three Case Studies in Lisbon on the 3 C’ser 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作者: intellect 時間: 2025-3-24 13:40 作者: Aprope 時間: 2025-3-24 17:20
Transformative Commons and Education in Greece. Τhree Case Studiese our main research thesis: the enactment of educational commons, however limited and constrained, addresses inequalities and can instil radical democratic habits in young students. Beyond this broad finding, the three studies pivot around different aspects and dynamics of educational commoning, whi作者: 奇怪 時間: 2025-3-24 21:33
Gianna Cappello,Marianna Siino,Mittzy Arciniega-CaProvides 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作者: 鞠躬 時間: 2025-3-25 01:07 作者: Stagger 時間: 2025-3-25 05:28
Maximal Growth when Food Output Is Uncertainces. Passing through Enclosures and Reversing Inequalities through Educational Commons. The project involved a partnership of 12 entities (11 universities and one museum) located in 8 European countries: Belgium, Estonia, Germany, Greece, Italy, Spain, Portugal, and Sweden. Third Parties (schools, N作者: 腐蝕 時間: 2025-3-25 08:49
Design of CuSum Control Charts,equalities. These issues have brought about a highly politicized and polarized debate that has led to a sole?focus on achieving cognitive test outcomes, side-lining the importance of equity and social justice. In response to this, a growing number of academics and practitioners are actively explorin作者: Confess 時間: 2025-3-25 13:25
3-Link Planar Robot with Two Passive Joints,s. Several conditions decisive for this potential to be activated are identified and analysed: (1) the relation between research and practice, (2) the image of the child, (3) the role of teachers, (4) the definition of the educational task, and (5) the educational methods used. These conditions are 作者: cartilage 時間: 2025-3-25 19:30
https://doi.org/10.1007/978-1-349-03019-4s of “participatory culture” and digital commons. The motivation for this study arose from the need to reconsider education as a shared resource and to examine the importance of experimenting with, monitoring, and evaluating (digital) co-creation practices that may engage and empower young people wi作者: idiopathic 時間: 2025-3-25 21:45 作者: 暫時過來 時間: 2025-3-26 02:57 作者: 潔凈 時間: 2025-3-26 07:30 作者: PATRI 時間: 2025-3-26 10:03
Craig A. Anderson,William E. Deusern cities in the south of Spain. They are afterschool workshops for young people whose focus is listening to the participants and collaborative work through art. Specifically, this chapter addresses how artistic work nourishes and reinforces the tripartite structure of the commons and favours the pra作者: Feature 時間: 2025-3-26 14:22
Clinical Application: Multiple Sclerosis,loniki, Greece, the Museum of Contemporary Art, the Experimental Center for the Arts, the Museum of Photography and the Museum of Modern Art-Costakis Collection. Different groups of young people participated in case studies that sought to bring together educational commons and collaborative artistic作者: 陳腐思想 時間: 2025-3-26 19:27
A Simulated Annealing Inequalities Solver and learning to be shaped by students and teachers through values of equality, freedom, and creativity. The case studies discussed have been conducted in formal and non-formal settings in Greece comprising a self-organized autonomous libertarian educational community, three public preschool classro作者: 阻礙 時間: 2025-3-27 00:19
Electric and Electronic Control Devices,ive agents and contributors to their education, enabling them to express their needs and participate in decision-making processes. By involving children in educational discourse, pedagogical practices can better align with their interests, resulting in more effective, engaging, and democratic learni作者: 憎惡 時間: 2025-3-27 01:33
https://doi.org/10.1007/0-387-30633-1ons that exist between these two distinct yet complementary components of inclusive and humanistic pedagogy. Education for social justice represents a fundamental tenet in contemporary educational discourse, emphasising the imperative of fostering equitable opportunities and social cohesion among le作者: 有害處 時間: 2025-3-27 09:01
https://doi.org/10.1007/978-1-4615-3108-1text of the Horizon 2020 research project . The studies considered practices of commoning in diverse educational settings from the perspective of their transformative effects and their contribution to the democratic empowerment of young students in the classroom and beyond. In two cases, in the priv作者: aggrieve 時間: 2025-3-27 10:21 作者: commonsense 時間: 2025-3-27 15:23 作者: 不能約 時間: 2025-3-27 18:05
978-3-031-51839-3The Editor(s) (if applicable) and The Author(s) 2024作者: 聯(lián)邦 時間: 2025-3-28 00:09
Introduction,ces. Passing through Enclosures and Reversing Inequalities through Educational Commons. The project involved a partnership of 12 entities (11 universities and one museum) located in 8 European countries: Belgium, Estonia, Germany, Greece, Italy, Spain, Portugal, and Sweden. Third Parties (schools, N作者: MELON 時間: 2025-3-28 03:22
From Crisis to Commons? Exploring the Potential of the Commons Via Two Secondary Education Case Studequalities. These issues have brought about a highly politicized and polarized debate that has led to a sole?focus on achieving cognitive test outcomes, side-lining the importance of equity and social justice. In response to this, a growing number of academics and practitioners are actively explorin作者: MITE 時間: 2025-3-28 07:20 作者: Dislocation 時間: 2025-3-28 10:34
Building?Youth Civic Engagement?through Media Education?and Educational Commonss of “participatory culture” and digital commons. The motivation for this study arose from the need to reconsider education as a shared resource and to examine the importance of experimenting with, monitoring, and evaluating (digital) co-creation practices that may engage and empower young people wi作者: 創(chuàng)作 時間: 2025-3-28 15:51
The Challenges of Children’s Participation, Sharing, Collaboration, and Care in Non-formal Educationble the co-production of knowledge and foster alternative modes of thinking among children, youth, and adults as interdependent subjects, considering both intra-generational and intergenerational relationships. Building upon the concept of Education as a Common Good, the project embraces dimensions 作者: Hiatus 時間: 2025-3-28 18:50 作者: Perineum 時間: 2025-3-29 00:06 作者: Fecundity 時間: 2025-3-29 03:16
Agüita: Educational Commons, Arts and Well-Beingn cities in the south of Spain. They are afterschool workshops for young people whose focus is listening to the participants and collaborative work through art. Specifically, this chapter addresses how artistic work nourishes and reinforces the tripartite structure of the commons and favours the pra作者: Senescent 時間: 2025-3-29 09:46 作者: AXIOM 時間: 2025-3-29 14:26 作者: 浮夸 時間: 2025-3-29 15:52
Children, Citizenship, and Commons: Insights from Three Case Studies in Lisbon on the 3 C’sive agents and contributors to their education, enabling them to express their needs and participate in decision-making processes. By involving children in educational discourse, pedagogical practices can better align with their interests, resulting in more effective, engaging, and democratic learni作者: 藕床生厭倦 時間: 2025-3-29 21:35 作者: 腐爛 時間: 2025-3-30 00:57 作者: 大包裹 時間: 2025-3-30 06:16 作者: 建筑師 時間: 2025-3-30 08:26
Craig A. Anderson,William E. Deuseralogue about the processes of knowledge generation and artistic production with the young people. In others, it is the young people who go out to investigate and propose actions for intervention in the public space through art. In both cases, actions are guided by the logic of care and the promotion of well-being on different levels.作者: ANA 時間: 2025-3-30 14:47 作者: 槍支 時間: 2025-3-30 17:21
Agüita: Educational Commons, Arts and Well-Beingalogue about the processes of knowledge generation and artistic production with the young people. In others, it is the young people who go out to investigate and propose actions for intervention in the public space through art. In both cases, actions are guided by the logic of care and the promotion of well-being on different levels.
