SIREF SUMMER SCHOOL 2012

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SIREF SUMMER SCHOOL 2012

  1. 1. Laboratorio di Ambito Una strategia europea per l’implementazione di spazi di apprendimento informale per gliCAPABILITIES E PROCESSI DI adulti: il caso del progetto ALICETRASFORMAZIONE DEL «Adults Learning ForLAVORO FORMATIVO Intergenerational Creative Experiences» Juliana Raffaghelli CISRE Centro Internazionale di Studi sulla Ricerca Educativa e la Formazione Avanzata
  2. 2. Questioni iniziali
  3. 3. • In a context of discussion of Amartya Sen’s theory: • Which are the connections with pedagogical practices? • What are the contributions of pedagogical thinking to the capabilities approach, if any? • How the capabilities approach should guide our educational practices and research?• My starting point: a case study• The focus: training the trainers to achieve educational innovations that go in the sense of practices beyond being educated as part of a state of welfare…• …But being educated for a learnfare (Margiotta, 2011) SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  4. 4. • Capabilities are the alternative combinations of functionings a person is feasibly able to achieve.• Pedagogy work on that space of feasibility, by reading the several combinations from the individual to the group to the social fabric.• The trainer/educator’s aim is to prepare hence opportunities to promote adults’ agency.• The trainer/educator is him/herself engaged in functionings that put him/her in the condition of generating those spaces SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  5. 5. Il caso di Studio ALICEAdults Learning for Intergenerational Creative Experiences
  6. 6. Follow us at www.alice-llp.eu
  7. 7. SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  8. 8. • Learning and Educating in times of crisis (LLP presentation 2012)• Complex social tissue, where cohesion depends on the interdependences and differences (EU2020)• Intergenerational learning (IL) bring to the fore the question of “differences” that enrich (ET2020) SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  9. 9. • Developing the adult learning sector – currently the weakest link in the LLL chain• Renewed focus on increasing participation, especially of those furthest from learning• Reinforcing the role of adults’ learning institutions• Qualifying Trainers of Adults SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  10. 10. • Lifelong learning and learning mobility• Improved quality and efficiency of provision and outcomes• Promote equity, social cohesion, active citizenship• Enhance innovation and creativity including entrepreneurship SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  11. 11. • Second chance opportunities aimed at:• Improving adults’ literacy, numeracy and digital skills• Acquiring new forms of basic skills for active participation in modern life and society• Strengthening social inclusion & Active community participation through adult learning• Improving access to learning for migrants, Roma, disadvantaged groups• Active ageing: learning opportunities for olfer adults• Responding to the learning needs of people with disabilities or in specific situations of exclusion SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  12. 12. • Development of adult learning practices• Testing, innovation and quality for AL prvision in formal and non-formal learning across Europe• Development of teaching and learning methods and materials• Development of European dimension of AL providing opportunities for transnational cooperation• Development of innovative ways to enhance learning opportunities for marginalised adults SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  13. 13. IL can be a twofold purpose process, that improve dialogue among generations through civic participation in common social and institutional spaces, while at the same time enacts processes of informal learning towards the achievement, both by adults and children, of key competences for lifelong learningSIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  14. 14. • To help adults, senior citizen and volunteers to reflect and acquire competences necessary to become effective educators, and the impact their actions can have on future learning of children. • To provide adults, senior citizen and volunteers with creative languages to generate “zones of proximal development” for intergenerational learning; • To train adults trainers to adopt ALICE methodological approach, becoming aware of the role that adults as educator can have on social cohesion, and hence, re-considering the value of adults training institutions.SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  15. 15. • To improve knowledge on cultural diversity and values of European patrimony, as the base of creative languages, with impact on adults acquisition of Key competence (KC) 8 “cultural awareness and expression” .  To favour sharing of creative experiences among generations, as spaces of reflection, awareness and learning on otherness towards commitment and solidarity, with impact on adults acquisition of “social and citizenship KC6” SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  16. 16. • To develop knowledge and skills for using art as creative language to dialogue with children with impact on adults the acquisition of KC 5 (learning to learn), KC7 (sense of initiative and entrepreneurship) e KC8• To develop knowledge and skills for using storytelling as creative language to dialogue with children with impact on adults the acquisition of KC 5 (learning to learn), KC7 e KC8• To develop knowledge and skills for using games and social media as creative language to dialogue with children with impact on adults the acquisition of KC 4 (digital competence) and KC5 SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  17. 17. • To empower alliances among local government, school, elder people centers, cultural associations, private sector, University, as spaces of implementation of creative experiences for intergenerational learning• To improve the perspective of interdependence between adult as educator and adult as lifelong learner, improving the participation of adults to lifelong learning.• To contrast processes of exclusion and marginalization of adults-children at risk because of the low competences of the former in caring/educating the latter. SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  18. 18. • European and non-European cultural heritage: • art (music/paintings/theatre); • elder people stories; • childrens literature;• Social media to promote sharing of learning results -digitalization of contents created above-• Games, according to children ages, to stimulate problem solving, creativity, entrepreneurship. SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  19. 19. Adults Learning for Intergenerational Creative Experiences
  20. 20. WP1: Project Management: 24 month WP2: Quality Assurance: 21 month WP4: ADULTS’ LEARNING PILOT PROGRAMMESWP3: TRAINING 6 monthOF TRAINERS8 month WP5 METHODOLOGICAL APPROACH AND PARTICIPATORY TESTING 12 month WP7: DISSEMINATION – 21month WP8: EXPLOITATION – 10 month
  21. 21. • Adults’ trainers must be able of understanding the value of informal learning situations, developing skills to promote events with strategic impact on key competences.• It is not enough to promote cultural events: trainers, as scaffolders of generational dialogue are called to be aware of the educational impacts of their informal activities as a way to engage adults that are normally far from formal (University, Further training) and/or non-formal (training on the job) in lifelong learning trajectories SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  22. 22. LocalCoaching Unit 7: Project Work (AL Design) Pilot Implementation European Value
  23. 23. European, Shared Learning Environment Transmedia: building an enlarged cultural context of learning Promoting Trainers Agency through engagement in the EuropeanSIREF SUMMER SCHOOL 2012 space Laboratorio di Ambito III
  24. 24. • The Project’s Virtual Architecture: transmedia and expression towards a shared, European narrative
  25. 25. • Production of Specific Modules on Creative Languages (CL) by Partners• Selection of trainers tightly connected with realities of adults’ education• Training of Trainers to CL• Trainers produce a “project work” : at least six adults’ learning events as informal education activities• Trainers, supported by partners, implement their PW• Trainers reflection on professional practices and competences achieved• Adults reflection on learning and competences achieved SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  26. 26. • Aim: Improving education to support parents from the very early stages of life (pre-natal)• Method: introducing innovative activities in ongoing courses by trained trainers• CL: Music, Digital Storytelling• ALICE’s target group: at least 30% monoparental families, migrant families• Children aged -0 / 1 The Network for Hyp A SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  27. 27. • Aim: create intergenerational learning opportunities with impact on Seniors quality of life as well as pedagogical innovation• Method: school learning unit that introduces contact among Seniors and children• CL: Social Media and Games• ALICE’s target group: at least 30% migrant children, Seniors The• Children aged 10-12 Network for Hyp B SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  28. 28. • Aim: Implementing activities of training for volunteers that work with children at risk• Method: course for volunteers associated to activities on the territory• CL: intercultural children’s literature, digital storytelling• ALICE’s target group: at least 30% families at risk, migrant families The Network for Hyp C• Children aged 2-5 SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  29. 29. • Intergenerational dialogue as a process of  To understand this perspective, contact with otherness (generational we can bring James Wertsch’s differences constituting strong cultural and words: social diversity),• Conflict among participants. Adults values and beliefs are already Instead of acting in a direct, consolidated though the cultural context unmediated way in the social and they developed in, as individuals. Instead, physical world, our contact with the kids’ values and beliefs are being formed world is indirect or mediated by signs through ongoing interactions, and the own (…)Vygotskij harnessed a developmental, need of being protagonists of change for their own cultural contexts of life, as or “genetic”, method when analyzing human need of expression. mediation (…). From this perspective, the• For this intergenerational learning can inclusion of signs into human action have place, in a socio-constructivist does not simply lead to quantitative approach, it seems necessary to adopt improvements in terms of speed or symbolic tools that work as means for efficiency. Instead the focus is on how interaction and dialogue, as the base of the inclusion of tools and signs leads to satisfactory exchanges that fulfill both qualitative transformation… children and adult’s needs, through a joint (Wertsch, 2007:179) process of meaning making, of exploring and building new worlds. SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  30. 30. • The adult as educator is trasmitting As Paulo Freire puts it: the own willing of being in a society, and taking part of his/her own time. No pedagogy which is truly liberating can• The trainer must enable adults to remain distant from the oppressed by become aware of parental models treating them as unfortunates and by and of the own role as educator presenting for their emulation models• Not only reflexiveness, but also a from among the oppressors. The oppressed political positioning about the own must be their own example in the struggle role in-between institutions that take for their redemption (Freire, 1970, p. 54) care of the child• The trainer must recognize the own From a pedagogy of the oppressed model of parenting and being a child- carer, because that of the vulnerable, to a pedagogy of Hope excluded adults, could be very different SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  31. 31. Initial Assumptions Conclusions• Capabilities are the alternative • …So we need a dynamic representation of combinations of functionings a person them, and there is where LLL becomes is feasibly able to achieve. crucial.• Pedagogy works on that space of • A pedagogy for the learnfare is feasibility, by reading the several already being created on the basis of combinations from the individual to concepts and tools to interpret and the group to the social fabric. recognize learning across lifespan and• The trainer’s aim is to prepare in different situations. Yet there’s a long way to go!!!! hence opportunities to promote adults’ agency. • The trainer must be supported (scaffolded)) to recognize social• The trainer is him/herself contexts and to critically deconstruct engaged in functionings that put them in order to empower adults, him/her in the condition of making their voice emerge. generating those spaces SIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III
  32. 32. Juliana Raffaghellij.raffaghelli@unive.itSIREF SUMMER SCHOOL 2012 Laboratorio di Ambito III

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