Schooling beyond schooling between interstitial spaces and territorial proximity

Abstract

The paper addresses the issue of learning environments that, in a lifelong and lifewide learning perspective, cannot but be characterised as a true ecosystem that goes beyond the limits – physical and otherwise – of the school building to operate in synergy with the city. Hence the need to pedagogically re-appropriate the city's public spaces, recognising their educational, social and civic value. Spaces that become, therefore, places of widespread, active, open and welcoming learning, inviting action and interaction, networking with other places or systems, temporary or permanent (re)generation to create concrete urban learning landscapes.