Much of education happens in schools and kindergartens in “secondary places”—locations in the territory of the educational institution that are not meant for direct instruction purposes, but which all participants necessarily encounter in their daily lives. Entrances, corridors and staircases are here analysed from the perspective of semiotic encoding of educational values sand objectives into the “secondary places”, using ethnographic experience with Chinese kindergartens and schools as evidence. We demonstrate that such encoding completes the fullness of cultural organization of the environment guaranteeing the redundancy of the educational directions of the messages.
Marsico, G., He M., Valsiner, J., (2018). Arenas for Implicit Education: Looking at Leftovers. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 6(1), pp. 67-76, doi: https://doi.org/10.12697/eha.2018.6.1.03b
Marsico Giuseppina
Writing – Original Draft Preparation
2018
Abstract
Much of education happens in schools and kindergartens in “secondary places”—locations in the territory of the educational institution that are not meant for direct instruction purposes, but which all participants necessarily encounter in their daily lives. Entrances, corridors and staircases are here analysed from the perspective of semiotic encoding of educational values sand objectives into the “secondary places”, using ethnographic experience with Chinese kindergartens and schools as evidence. We demonstrate that such encoding completes the fullness of cultural organization of the environment guaranteeing the redundancy of the educational directions of the messages.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
