The complexity of landscape ideas and the issue of landscape democracy in school and non-formal education: exploring pedagogical practices in Italy

Castiglioni, Benedetta; Cisani, Margherita

doi:10.1080/01426397.2020.1741528

Cited by 7 publications

(9 citation statements)

References 30 publications

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“…How to accommodate and respond to several concerns that concretely occur in the circle of society life phase is what (Ferrer-Fons et al, 2022;Wright et al, 2022) believe regarding the social inclusion framework to be adopted in the non-formal education curriculum. C. According to critics such as Castiglioni and Cisani (2022), methodology and context are two scientific characteristics that have yet to be investigated in non-formal education. D. A comprehensive strategy and context are combined (Beek, 2022) to promote non-formal education and associated social challenges.…”

Section: Discussionmentioning

confidence: 99%

The Axiology Aspect should be Encouraged, Not the Jargon as Kampung Inggris Sawai

sarbunan¹

2022

JPP

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The Kampung Inggris study aimed to pinpoint distinctive features of the conceptual and methodological underpinnings of the English course. This article's chronology was primarily based on information on incentives for community service in Sawai village and the inability that preceded the service. It was demonstrated that the expansion of organizations that provide English language courses was not only reliant on the objectives and linguistic skills of the initiator.

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Section: Discussionmentioning

confidence: 99%

The Axiology Aspect should be Encouraged, Not the Jargon as Kampung Inggris Sawai

sarbunan¹

2022

JPP

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“…Whereas some of the superficialities found at the practical level could derive from both the limited dialogue between the different theoretical approaches and a broad inadequate understanding of the complexity of the nexus, the concreteness and strength of landscape as political instruments for stakeholders in orienting decisions and actions emerge. Moreover, landscape as a tool can play a primary social mediating part in educating, informing, sharing collective perceptions, and guiding on the different issues [124,125]. This is one of the possible ways to give substance to the indications of the European Landscape Convention.…”

Section: Implications For Theory and Policymentioning

confidence: 99%

The Tourism–Landscape Nexus: Assessment and Insights from a Bibliographic Analysis

Meneghello

2021

Land

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Over the last two decades, the awareness about landscape as a common good and the definition of tourism as a relevant driver of territorial development have both increased contributions to contemporary reflections on places and mobilities. From a scientific point of view, the need for structured contributions on the “landscape–tourism” nexus has been stressed. In fact, tourism and landscape studies are fed by many disciplines, often returning sectorial articles, sometimes lacking in organicity. Considering recent literary reviews carried out through bibliometric and content analyses, the present paper intends to map different ways of defining and understanding this complex interrelation as it emerges from the main research areas. From geographical contributions to managerial perspectives addressing destination planning and development, and from sociological non-representational to actor network theories applied to tourism, among others, the nexus is faced by approaches and concepts that are both specific and recurrent. Expressions such as “tourist landscape”, “tourism landscape”, “touristscape” with their different meanings orient this literary investigation informing a tentative conceptual framework where interrelated spatial, social, and symbolic dimensions emerge with a key definitional role. The general aim was to possibly enrich the reflection on this relationship, providing new definitional contributions and conceptual frameworks able to coherently influence both theory and practice.

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“…Landscape education in school and training paths is a debated issue in the cultural and scientific-disciplinary framework [4][5][6][7]. Several authors agree that landscape education should start from the youngest age groups; encourage the development of the senses and awareness of one's perceptions; and teach to be aware of the value of places, take care of them, and respect them [5,[8][9][10][11][12][13]. Some studies, Sustainability 2024, 16, 790 2 of 20 on the basis of European experiences, promote strategies to raise awareness of the landscape through specific communication programs for the various subjects in the area, emphasizing the relationship between landscape and the challenges of the 21st century [14,15].…”

Section: Introduction 1landscape and Climate Instability In Educationmentioning

confidence: 99%

Landscape, Environmental Sustainability, and Climate Instability—The EDUSCAPE Project: University Research for Innovation in School Education

Caprari,

D’Onofrio,

Cocci Grifoni

et al. 2024

Sustainability

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This article presents the main contents, methods, and results of the European project EDUSCAPE (Erasmus+) developed by a team of international researchers from four countries, just over a year and a half after its launch with a focus on SAAD/UNICAM contributions. Into the scientific-disciplinary frame of environmental education and climate adaptation, EDUSCAPE aims to integrate the polysemic, transversal, and multidisciplinary concept of landscape and its decline, as a promoter of new forms of knowledge in response to emerging dynamics, within the educational offer of school programs (6–15 years). This paper presents the general structure of the project, the methodology experimented (PBL educational approach), and the qualitative and quantitative intermediate results obtained so far (literature review, curriculum analysis, and needs analysis). To integrate landscape into school curricula and renew them, EDUSCAPE is preparing Didactic Units (DUs) as the final result of the project to provide theoretical foundations and practical solutions supporting teaching which will be tested in the schools of the partnership network. In general, this paper explores the possibility to disseminate the pedagogical and social role of the landscape through a new way of teaching based on a deeper exploration of the theme that can stimulate critical thinking in current and future generations regarding the global/local challenges of the 21st century.

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The complexity of landscape ideas and the issue of landscape democracy in school and non-formal education: exploring pedagogical practices in Italy

Abstract: This special section is devoted to the Swedish geographer Torsten Hägerstrand (1916-2004) and his contribution to landscape studies.

Cited by 7 publications

References 30 publications

The Axiology Aspect should be Encouraged, Not the Jargon as Kampung Inggris Sawai

The Axiology Aspect should be Encouraged, Not the Jargon as Kampung Inggris Sawai

The Tourism–Landscape Nexus: Assessment and Insights from a Bibliographic Analysis

Landscape, Environmental Sustainability, and Climate Instability—The EDUSCAPE Project: University Research for Innovation in School Education

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