Socialized school: between de-socialization and re-socialization. Perspective of the pedagogy of the common place

Abstract

The text is an attempt to describe the contemporary condition of a socialized school (community school). The frame for this description may be observed at present, concurrent processes consisting in its desocialization – on the one hand – and socializing it anew (and new, in new contexts), on the other. This takes place in conditions in which, under the current increasing privatization of public good, “naturally” fragile, because they require constant reinforcement, the foundations of a socialized school seem to crumble in a way undermining its status quo. In such conditions weakened the values that strengthen the idea of universal and equal education, based on social justice and built in a strong relationship with the local dimensions of social life, understood as the basis for practicing democratic commonality, which is crucial for the socialized school. The text uses examples from American space and – in a perspective of the pedagogy of the common places – it leads towards sustainable development and policy of interruption, towards the points showing the importance of the activity of local communities. This meaning is important due to the urgent need for change today, both in the sphere of understanding of the school and the social environment of which it is a part. School, like the local community – connected in mutuality – requires empowerment.