Education and Urban Life: 20 Years of Educating Cities Published for the 10Th Congress of the International Association of Educating Cities (IAEC)
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Education and Urban Life: 20 Years of Educating Cities Published for the 10th Congress of the International Association of Educating Cities (IAEC) IAEC Executive Committee: Adelaide, Barcelona (Presidency and Secretariat), Budapest, Genoa, Lisbon, Lomé, Lyon, Rennes (Treasury), Rosario (Vice-Presidency), São Paulo, Tampere and Turin. Editor: Eulàlia Bosch Production Coordinator: Mª Ángeles Cabeza Translations: from Spanish and Catalan: Ita Roberts, David Oliver, Ross Parker, Rebeca Collier and Toni Leigh from French: Susan Brownbridge from Italian: Liam Casey from Portuguese: Antoni Picornell © of this publication: IAEC © of the articles: the authors © of the translations: the translators Acknowledgments: to the members of the Executive Committee; the authors and city mayors who contributed to the book; the Barcelona City Council; UNESCO; UCLG; and the IAEC Secretariat team. We are grateful to W.W. Norton & Company for authorizing the reproduction of the chapter “Drift” from The Corrosion of Character: The Personal Consequences of Work in The New Capitalism by Richard Sennett. Printed by: Arts Gràfiques Bobalà, SL Date: April 2008 ISBN: 978-84-9850-096-7 Copyright Deposit: L-495-2008 Contents To the Reader ............................................................... 7 Eulàlia Bosch Introduction The People’s City ............................................................ 13 Pasqual Maragall Educating Cities: A Commitment to the Future ................................... 17 Pilar Figueras The Concept of the Educating City Today ........................................ 23 Joan Manuel del Pozo Barcelona: A City Committed to Education ...................................... 33 Jordi Hereu 1. The New Challenges of Urban Life Dialectical Utopias ........................................................... 41 David Harvey Public Space ................................................................ 47 Zygmunt Bauman Organising Heterogeneity: Migrations, Demographic Changes and Cultural Consequences ............................................................ 57 Blair A. Ruble The Media, the City and Education. Between Hyperactivity and Indifference ........ 69 Josep Ramoneda Competition and Cooperation. Justice and Peace ................................ 77 Arcadi Oliveres Urban Culture: In Search of Authenticity ........................................ 85 Sharon Zukin City and Community Through Women’s Eyes .................................... 99 Olivia Guaraldo Forever Young: The New Reality of the Elderly ................................... 111 Antón Costas The New Challenges of Urban Life: Redefining the Concept of “Community” in the Internet Age .............................................................. 121 Genís Roca The Voice of Local Governments in World Governance ........................... 131 Elisabeth Gateau 2. Education: The Present Is the Future Communications, Knowledge and the City: An Intercultural Debate ................ 141 Néstor García Canclini Drift ........................................................................ 151 Richard Sennett The Library as City-State ...................................................... 165 Alberto Manguel City as Archive: Contemporary Urban Transformations and the Possibility of Politics .. 177 Vyjayanthi V. Rao Schooling and/or Educating in the Changing City ................................ 187 Maxine Greene The City and its Educating Paths: School, Streets and Youth Mobility ................ 193 Jaqueline Moll Education and the Just Society ................................................. 205 Juan Carlos Tedesco Governance and Education ................................................... 215 Joan Subirats Lifelong Education: A Political Option .......................................... 227 Philippe Meirieu interviewed by Joan Manuel del Pozo 3. Educating Cities: 20 years Educating Cities. International Congresses .......................... 241 Testimonials ........................................................... 267 Belo Horizonte: A City that Educates! ....................................... 269 An Educating District of Budapest ........................................... 271 Córdoba, an Educating City ................................................ 275 The Way Things Are in Dakar ............................................... 277 The Educational Dimension of Local Government Policies in Genoa ............ 279 To What Extent Is the Capital of the Republic of Togo, in Western Africa, an Educating City? ........................................................... 283 Montevideo: A Learning Space ............................................. 285 Non-Formal Education: An Initiative for the Residents of Rennes ................ 287 São Paulo, an Educating City ............................................... 291 Vallenar, an Educating City: An Ongoing Challenge ........................... 295 Epilogue By Mr. Koïchiro Matsuura, Director-General of Unesco ........................ 299 To the Reader Eulàlia Bosch Eulàlia Bosch (Barcelona 1949) is a lecturer in Philosophy. One of her main focuses of professional interest has been and continues to be to explore the relationship between the educational institutions and the cultural life of modern cities. From IREF (Research Institute on Philosophy) she fostered the expansion of the program of aesthetic education, through the Mystery Creatures (1992) and The Magic Box (1993) contemporary art exhibitions. As director of the Educational Department of the Museum of Contemporary Art of Barcelona she made further inroads into this field by organizing exhibitions such as To Remember Is To Make Memory (1997) and The City of the Words (1998). Currently, as a partner of Gao, lletres, she is engaged in organizing and advising exhibitions (Oteiza, San Sebastian, 2000), publishing books (I Send You This Cadmium Red: A Correspondence on Color between John Berger and John Christie, Actar), the creation of edu- cational programs for Internet (www.lapedreraeducacio.org, 2005) and acting as artistic and educational advisor to museums, schools and social and cultural centers. She has published numerous articles as well as the books The Pleasure of Beholding (Actar, Barcelona, 1998) and Education and Everyday Life (Browlow Education, Victoria Australia, 2005). Education and Urban Life: 20 Years of Edu- mately tied to the concept of education itself, cating Cities is a publication through which is the leitmotif of the opening section of the the International Association of Educating book that goes on to address issues such as: Cities is celebrating not only its twenty years contemporary mutations in public space— of existence, but also the launching of new Zygmunt Bauman; migratory processes and projects that will help incorporate into its their cultural implications—Blair Ruble; the programs the social and political changes power of the media—Josep Ramoneda; the that have had such a profound impact at the unsustainable socioeconomic inequalities turn of the century. on an international scale—Arcadi Oliveres; the search for “authenticity” in the forms of The idea behind this anthology is to foster urban development—Sharon Zukin; the in- discussion and establish a common reference clusion of the gender perspective in build- point for people in positions of responsibility ing a sense of community—Olivia Guaraldo; in local governments and in institutions and cultural responses to an ageing population— groups involved in educational tasks, as well Antón Costas; the new social links generated as for teachers working at all levels of educa- by the Internet—Genís Roca; and the impor- tion. That is to say, the book aims to serve tance of local governments in world govern- as a meeting point for those responsible for ance—Elisabeth Gateau. guiding and regulating the life of cities and those involved in education on a day-to-day The overarching concept for the second sec- basis. These are two spheres which, all too tion is education, that relationship which ex- frequently, find themselves so estranged that ists between knowledge and the ways it is they not only fail to recognize each other as transmitted, between learning processes and natural allies, but, in their mutual ignorance, personal development, between accumu- leave a vitally important issue unattended, an lated knowledge and the uniqueness of each issue that is the basis of the existence and individual…in sum, between the privacy and development of democratic societies: the po- sociability that citizens necessarily require. litical education of their citizens. Education understood as the ability allowing us to constantly recreate our way of under- The book is divided into three major sec- standing the world and living in it. tions: In his revision of the classical concept of The first focuses on some of the processes of character, Professor Richard Sennett provides change that are affecting urban systems to- context for the contemporary motto “no long day and profoundly alter our social life. term,” that defines a state of mind present today in many people’s everyday lives. This As Professor David Harvey points out in the generalized perception of fragility presents opening lines of his article, we cannot sepa- an extremely difficult challenge. There are no rate the kind of city we want from how we qualities more distant from the learning pro- want to live our lives and the kind of people cesses and consolidation of knowledge than we want to become. This observation, so inti- instability,