Learning by Walking: Non-Formal Education as Curatorial Practice and Intervention in Public Space

Autor/in	Ruitenberg, Claudia W.
Titel	Learning by Walking: Non-Formal Education as Curatorial Practice and Intervention in Public Space
Quelle	In: International Journal of Lifelong Education, 31 (2012) 3, S.261-275 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2012.683604
Schlagwörter	Nonformal Education; Youth Programs; Nonschool Educational Programs; Experiential Learning; Public Speaking; Repetition; Urban Areas; History Instruction; Citizenship; Learner Engagement; Secondary School Students; Case Studies; Participant Observation; Interviews; Foreign Countries; Canada (Vancouver) + Suchen Sie Ihr Suchwort? Non-formal education; Non formal education; Nichtformale Bildung; Jugendsofortprogramm; Experiental learning; Erfahrungsorientiertes Lernen; Vortrag; Wiederholung; Urban area; Stadtregion; History lessons; Geschichtsunterricht; Staatsbürgerschaft; Sekundarschüler; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Ausland
Abstract	This case study focuses on "Walking Home Carrall Street," a series of walks with youth that took place in the autumn of 2010 on and around Carrall Street in Vancouver, BC. Through participant observations, interviews and analysis of the written reviews submitted by the youth, the purpose of the study is not to provide generalisable insights, but rather to discern with which category or categories of educational programmes it may share certain features. The central question guiding the study, therefore, was: How might "Walking Home Carrall Street" best be characterised as an educational programme? By drawing out connections to educational, philosophical and geographical literature, I discuss obvious features explicitly mentioned by the programme's organisers, such as its nonformal and experiential character, as well as less obvious ones, such as the ways in which the programme constitutes an intervention in public space and the ways in which it offers youth opportunities to manifest their intelligence. I also discuss curricular features, such as the deliberate use rather than avoidance of repetition and the relevance of emergent and unplanned curriculum. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10