To rethink today education as commons (i.e. educational commons) implies the attempt to reverse contemporary neoliberal processes of enclosure and commodification of education and radically transform the substance of teaching, learning, research, and institutions into a common good that nurtures openness, inclusion, direct engagement in public and collective life, autonomy and self-reliance (Pechtelidis & Kioupkiolis 2020). As such, education as commons is intrinsically linked to the various dimensions of identity formation in political, cultural, and economic life rather than simply in the transmission of formal knowledge. It also questions how citizenship education has been traditionally defined and enacted. This is the case especially in formal educational contexts where agendas and processes are pre-established according to a dominant narrative that casts children’s participation in developmental terms of what is lacking and yet-to-be achieved by them. An approach that disregards their actual activities as citizens in the present and models their participation on adult-driven conceptions of voice and democracy. In this path to education as commons, the notion of “subjectification” takes precedence over “socialization” (Biesta 2011), resituating children as agents not engaged in passive absorption but in active adaptive construction. Education as commons implies a more cooperative and egalitarian mode of governance, participation and citizenship and the turning of learning and governance processes into a collective good that is co-produced by all community members.
Building on the notion of education as commons (or educational commons), any contributor may submit only one abstract on one of the following topics:
●School and social inclusion
●Effects of New Public Management on research and teaching in Higher Education
●Education as commons in non-formal and informal education
●School-family relationships and conflicts
●The commodification of career guidance and orientation
●The platformisation of education
●Educational commons and technologies: risks and opportunities
●Teaching today. Profession, evaluation, training.
●Aims and effects of school evaluation
●School governance and policies
●Childhood and youth
●Migration and education
●The school and the reproduction of social and gender inequalities
●Actions and proposals for imagining new ways of conceiving and organizing educational spaces, subjects, and knowledge