Commons and refiguration of education

dc.creator	Pechtelidis Y.	en
dc.date.accessioned	2023-01-31T09:46:45Z
dc.date.available	2023-01-31T09:46:45Z
dc.date.issued	2020
dc.identifier	10.12681/grsr.24807
dc.identifier.issn	00139696
dc.identifier.uri	http://hdl.handle.net/11615/78016
dc.description.abstract	This text introduces the emerging paradigm of the 'commons' as an alternative value and action system in the field of formal education. The main aim is to critically discuss the possibilities of refiguring the institutional formal education, both at the level of educational activity and governing or administration, following the values of equality, autonomy, community, participation, cooperation and sharing. At the heart of the study lies the 'commoning' process as an alternative educational and micropolitical process that emerges in the cracks of the formal education system by creating practices that challenge the dominant discourse for education and society. Also, the similarities and differences of educational commons from other alternative educational narratives are critically investigated. © 2020 National Centre for Social Research.	en
dc.language.iso	el	en
dc.source	Greek Review of Social Research	en
dc.source.uri	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092193677&doi=10.12681%2fgrsr.24807&partnerID=40&md5=e3b32320557cd338c43746cbec016a83
dc.subject	National Centre for Social Research	en
dc.title	Commons and refiguration of education	en
dc.type	journalArticle	en

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