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dc.contributor.authorProli, Maria Grazia
dc.date.accessioned2023-05-01T13:39:46Z
dc.date.available2023-05-01T13:39:46Z
dc.date.issued2022
dc.identifierONIX_20230501_9791221500813_78
dc.identifier.issn2704-5781
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/62662
dc.languageItalian
dc.relation.ispartofseriesStudies on Adult Learning and Education
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.otherLearning Cities
dc.subject.otherQuality Education
dc.subject.otherSustainable Cities and Communities
dc.subject.otherUrban Regeneration
dc.subject.other2030 Agenda
dc.titleChapter La città come contesto e soggetto educativo nel ventunesimo secolo. Pedagogia delle aree urbane: da spazi di crisi a luoghi della relazione
dc.typechapter
oapen.abstract.otherlanguageThe paper resumes the outcomes of the literature review conducted from the general theme regarding the city as an educational context and subject in the twenty-first century and presents a summary of the research design undertaken. The aim is to investigate the city as a ‘learning city’ where educational and training processes can become engines of regeneration. It is also intended to survey some examples of generative transformations traceable to the development trajectories drawn by Agenda 2030 that emerge in the learning city model, in order to understand their impact on the communities involved, the policies and the professional figures required to govern the processes.
oapen.identifier.doi10.36253/979-12-215-0081-3.33
oapen.relation.isPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
oapen.relation.isbn9791221500813
oapen.series.number15
oapen.pages5
oapen.place.publicationFlorence


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