Democratic Nowtopias from the Educational Commonsverse in Greece

Abstract

AbstractThe chapter examines the role educational commons can play in addressing inequities, advancing democracy, and fostering inclusion by allowing teaching and learning to be shaped by students and teachers through values of equality, freedom, and creativity. The case studies discussed have been conducted in formal and non-formal settings in Greece comprising a self-organized autonomous libertarian educational community, three public preschool classrooms, of which one cooperated with university students, and a primary and secondary school. They sought to establish the preconditions for co-creating a community that offers opportunities for self-formation and equal participation. The paper argues that, under certain circumstances, the logic of the commons can flourish in pedagogical settings through enhancing active participation and inclusionary practices. However, the co-production and co-management of the teaching and learning process enacted by all members of the educational community in its everyday life and on a footing of equality, solidarity, autonomy, sharing and caring, still have a long way to go. Despite this fact, the diverse case studies presented here as examples of the Greek ‘commonsverse’ can operate as ‘crack’ in the education status quo inspiring new conceptualizations, methods, and actions pertaining to the educational commons.