The common touch in education
It is not a cliché to say that education is a fundamental pillar of society, especially when it addresses structural inequalities. The EU-funded SMOOTH project is very conscious of this, rethinking education through the lens of educational commons, an umbrella concept used to label a shift from traditional education to one characterised by the promotion of sharing, caring, cooperation and experimental learning. The team working on the project went head-on to demonstrate how educational commons can be a powerful tool in reversing inequalities and fostering a more inclusive and democratic educational environment.
The action programme
To prove educational commons could be a catalyst for social inclusion, SMOOTH implemented an innovative programme engaging children and youth to achieve five goals: to reverse inequalities faced by vulnerable social groups, to strengthen intercultural and intergenerational dialogue, to develop essential social and personal skills, to create democratic spaces for experimentation and collective creativity, and to foster community building through embracing differences. By involving universities, research labs, municipalities, NGOs, museums, and youth organisations across various countries, the project conducted case studies to demonstrate how educational commons can actively promote social inclusion – such as at the Universitet Pompeu Fabra, Spain and at a Caritas-run youth club in Palermo, Italy. “Even within structures designed for formal schooling, there is potential for democratic transformation and the development of educational commons. Emphasising equal cooperation over competition challenges the notion of children as human capital, countering their reduction to economic objects,” comments SMOOTH project coordinator Yannis Pechtelidis, professor of Sociology of Education at the University of Thessaly. Pechtelidis also mentioned that the SMOOTH case studies demonstrated high levels of trust in schools, teachers and students throughout all stages of implementation. They contest the factory-like view of education, where passive children are engaged to achieve predetermined results.
First building trust
How did SMOOTH build trust? Pechtelidis and his team conducted extensive meetings and workshops to explain the programme's goals and benefits, fostering a sense of ownership among stakeholders. The project employed culturally responsive approaches, tailoring activities to be inclusive and relevant to various cultural contexts. To prevent institutional resistance they built strong relationships with educational staff and parents, and demonstrated the programme’s alignment with institutional goals. “We used evidence from similar successful initiatives to advocate for the programme and engaged in continuous dialogue to address concerns and show flexibility in adapting to institutional requirements,” adds Pechtelidis. To further evaluate SMOOTH’s impact, the project used a mixed-methods approach, including participatory evaluation techniques to ensure that children and youth were involved in the assessment process. There were also interactive activities designed to keep participants engaged and motivated, and comprehensive training and continuous professional development for educators. The project has been a great starting point. The next steps involve a thorough evaluation of the project, incorporating feedback from all stakeholders to identify strengths, challenges and key takeaways. The University of Thessaly is working with other universities around the world on several collaborative proposals on heterarchy and leadership in education, the role of culture and art in political engagement, and inclusive and environmental education. Finally, the SMOOTH team aims to foster ongoing collaboration among consortium members, explore new partnerships, and secure additional funding to expand their research and impact.
Keywords
SMOOTH, Educational Commons, social inclusion, structural inequalities, community building, commons, experimental learning
