Nova prizorišča učenja v učečih se mestih – javna pedagogika ter državljanska vzgoja in izobraževanje
DOI:
https://doi.org/10.4312/as.26.1.33-51Ključne besede:
učeče se mesto, javna pedagogika, Ne da(vi)mo Beograda, državljanska vzgoja in izobraževanje, državljanski aktivizemPovzetek
Čeprav koncept učečih se mest in ideja o učenju, ki je osredinjena na prostor, torej regijo, mesto ali skupnost, obstajata že dolgo časa, je Unesco to prakso spodbudil ter pomagal ustvariti in razširiti mrežo učečih se mest po vsem svetu. Vodilna vloga lokalnih oblasti in partnerski odnos z oblikovalci politik je ena od poglavitnih značilnosti obstoječega koncepta učečih se mest, vendar v članku prek primerov učečih se mest, ki se »upirajo« lokalni ali nacionalni vladi, ob tem pa imajo v središču svojih dejavnosti učenje, spodbijamo nujnost te značilnosti za nastanek učečega se mesta. Podrobno je opisan primer Beograda in različne oblike državljanskega delovanja (protesti, »gverilsko« delovanje, aktivno sodelovanje v javnih razpravah) v tem mestu, ki so analizirane z vidika javne pedagogike. Okvir, v katerem je državljansko delovanje interpretirano kot pomemben način učenja, tvorita teorija Gerta Bieste z njegovim konceptom javne sfere kot prostora državljanskega delovanja in ideja Elizabeth Ellsworth o aktivnem ustvarjanju prostora. Prav tako je uporabljen Lefebvrov koncept »pravice do mesta«. Na ta način je mogoče idejo učečih se mest razširiti tudi na mesta, v katerih odnosi z oblikovalci politik niso harmonični, obstajajo pa močna državljanska gibanja in državljansko delovanje kot oblika neformalnega učenja v javni sferi.
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