Widespread educational experiences and educating territories. Theoretical perspectives

In today’s world, education is increasingly recognised as an extensive process that is deeply embedded in local communities and driven by the relationships that permeate everyday life. The growing hybridisation of learning spaces, coupled with the presence of multiple social actors, means that local areas are not only places where education takes shape. They are also genuine educational spaces capable of activating resources, supporting participation, and generating new forms of community welfare. Building on this, and referencing some recent publications, this contribution offers an interpretation of educating territories, structured around four core concepts that stem from different yet complementary experiences and traditions. The first of these regards’ community proximity, as highlighted by social spaces such as oratories, where intergenerational relationships and meaningful, horizontal educational practices develop. The second focuses on youth creativity and agency. In informal contexts, young people experiment with forms of expression and participation that can transform the meaning and dynamics of territories. The third focuses on constructing territorial educational networks that organise, connect, and sustain education through the coordination, co-responsibility, and integration of different stakeholders. The fourth focuses on collaborative practices inspired by the idea of education as a public resource, considering how such networks and practices can be managed, recognised and shared democratically through participatory governance models involving schools, local authorities, civic networks and citizens. This approach presents widespread education as a dynamic continuum crossing formal, non-formal and informal education. It generates opportunities for participation and redesigns the relationship between individuals, communities and life contexts.