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

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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

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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

有害處

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

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commonsense

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978-3-031-51839-3The Editor(s) (if applicable) and The Author(s) 2024

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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

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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

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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