The chapter focuses on the role of no schooling during the Pandemic’ and, in particular, on the lack of this topic in the current discourse on educational processes. The authors argue that during the first wave of the Covid-19 pandemic, children, adolescents and youngsters have been silently expropriated of the wide variety of educational opportunities – both non-formal and informal. Despite there being clear evidence of how (and how much) nonformal and informal activities produce lasting positive effects on the learning process, the Covid-19 emergency caused the (re)emergence of the (apparently old-fashioned) critical issue of the relationship between schooling and no schooling, and more generally, the need of conceiving a more integrated educational system. From the reconstruction of some international experiences, the chapter highlights the prevailing imbalance, especially related to the management of spaces (indoor/outdoor) and times (synchronous /asynchronous) of the initiatives. During the lockdown, especially in Italy, no schooling played a residual role in the public debate. Due to the need for social distancing, informal education has been forced into a sort of (indefinite) deferral, situated in a non-place and a non-time. In the next stage of recovery from the pandemic and post-pandemic reconstruction, that “spirit of community” brought by no schooling will probably become even more vital and indispensable.
Rethinking the Role of No Schooling during the Pandemic
M. Merico;
2022
Abstract
The chapter focuses on the role of no schooling during the Pandemic’ and, in particular, on the lack of this topic in the current discourse on educational processes. The authors argue that during the first wave of the Covid-19 pandemic, children, adolescents and youngsters have been silently expropriated of the wide variety of educational opportunities – both non-formal and informal. Despite there being clear evidence of how (and how much) nonformal and informal activities produce lasting positive effects on the learning process, the Covid-19 emergency caused the (re)emergence of the (apparently old-fashioned) critical issue of the relationship between schooling and no schooling, and more generally, the need of conceiving a more integrated educational system. From the reconstruction of some international experiences, the chapter highlights the prevailing imbalance, especially related to the management of spaces (indoor/outdoor) and times (synchronous /asynchronous) of the initiatives. During the lockdown, especially in Italy, no schooling played a residual role in the public debate. Due to the need for social distancing, informal education has been forced into a sort of (indefinite) deferral, situated in a non-place and a non-time. In the next stage of recovery from the pandemic and post-pandemic reconstruction, that “spirit of community” brought by no schooling will probably become even more vital and indispensable.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
