Discussing with children about the city

PDF (ελληνικά)
Published: Jul 27, 2019
DOI: https://doi.org/10.12681/χπ.1425
Keywords:
urban studies children’s geographies place-based education everyday life territorialized identities
Ειρήνη Μίχα (Irene Micha)
Abstract

During the last decades, within the broader inter-disciplinary area of urban studies, children’s geographies have formed a distinct field of enquiry, focusing on the socio-spatial parameters of childhood and seeking multiple possibilities for a place-based education. The discussions elaborated in this paper merge from a particular cooperation, since 2012, between primary, secondary and higher education, in programmes focusing at the school’s neighbourhood, and aiming at developing a profitable dialogue among pupils and students of Architecture. The cross-fertilizations, transpiring from the different pedagogical approaches, redefine the research questions, and lead to two key observations around which this paper is structured: (a) space as a factor correlative to everyday life (and to the educational process), and (b) the multiple spatial views of children, which are essential for questioning the dominant meanings and perceptions that define our way of thinking about the city. Based on these remarks, an attempt is maturing in order to define a framework for reflection on teaching and learning with (urban) space.

Article Details
  • Section
  • THEMATIC FIELD ΙΙ & ΙΙΙ The multimodal intersection of urban and educational spaces & The city as a learning environment

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Author Biography
Ειρήνη Μίχα (Irene Micha)

ΣΧΟΛΗ ΑΡΧΙΤΕΚΤΟΝΩΝ ΜΗΧΑΝΙΚΩΝ ΕΜΠ

ΕΠ. ΚΑΘΗΓΗΤΡΙΑ

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