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Education for Sustainable Development and Children’s Involvement in Public Spaces. From Universalism to Places, from Rights to Capabilities: Some Evidence from a Research Project on the Regeneration of Public Spaces in Milan

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  • Stefano Pippa

    (Department of Human Sciences for Education “Riccardo Massa”, University of Milano-Bicocca, Piazza dell’Ateneo Nuovo 1, 20196 Milano, Italy)

  • Stefano Malatesta

    (Department of Human Sciences for Education “Riccardo Massa”, University of Milano-Bicocca, Piazza dell’Ateneo Nuovo 1, 20196 Milano, Italy)

  • Cristina De Michele

    (Department of Human Sciences for Education “Riccardo Massa”, University of Milano-Bicocca, Piazza dell’Ateneo Nuovo 1, 20196 Milano, Italy)

  • Elisabetta Biffi

    (Department of Human Sciences for Education “Riccardo Massa”, University of Milano-Bicocca, Piazza dell’Ateneo Nuovo 1, 20196 Milano, Italy)

Abstract

The United Nations Decade on Education for Sustainable Development (ESD) expanded the epistemological and methodological debate on sustainability and education. Currently, ESD encompasses a broad spectrum of socio-political issues (including global citizenship and social justice), while “place-bonding” is seen as key to fostering citizen advocacy in local communities and enhancing “children’s lived experiences of local issues”. Herein, we emphasize both the political and the pedagogical value of this perspective, arguing that ESD bears the potential to overcome “universal vs. individual” tensions and dichotomies. Our line of reasoning is that the “capabilities approach” (CA), although it did not originally focus on children, can offer a useful theoretical framework in support of ESD, thanks to its multidimensional nature and focus on the concrete agency of individuals. Accordingly, we see the CA as playing a key role in bridging the gap between universal prescriptions, which disregard the specificity of the actors involved, as well as the peculiar nature of their social environment and its context-specific needs or constraints. We supplement this theoretical discussion by presenting “The Flying Carpet”, an ongoing community-based education project that has elicited the active involvement of over one hundred 11–13 year old students in an urban regeneration project in a municipal district of Milan.

Suggested Citation

  • Stefano Pippa & Stefano Malatesta & Cristina De Michele & Elisabetta Biffi, 2021. "Education for Sustainable Development and Children’s Involvement in Public Spaces. From Universalism to Places, from Rights to Capabilities: Some Evidence from a Research Project on the Regeneration o," Social Sciences, MDPI, vol. 10(3), pages 1-13, March.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:3:p:88-:d:509656
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    References listed on IDEAS

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    1. Efrat Eizenberg & Yosef Jabareen, 2017. "Social Sustainability: A New Conceptual Framework," Sustainability, MDPI, vol. 9(1), pages 1-16, January.
    2. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    3. Felix Rauschmayer & Ortrud Lessmann, 2013. "The Capability Approach and Sustainability," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 14(1), pages 1-5, February.
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