[Translation (French-English) : EPALE France]
On 30 October 2019, EPALE France held an event to discuss the subject of Third Places for Learning. Many actors participated, speaking of their experience in terms of the development, emergence and perpetuation of learning in third places in France and Europe. A number of publications have emerged as a result of these discussions and are available on EPALE.
Created by the GRETA of Le Velay, FORMALAB has been integrated into the “second chance” school in the Auvergne region in order to change the traditional relationship to training and help young people who have dropped out of school to develop their skills in collaboration.
What conditions are required for the emergence of a third place for learning? Olivier AUDET, director of the Fab lab "KONK AR LAB" gives us the answer in 6 minutes and 40 seconds.
Third places for learning? This is a subject that fascinates Denis CRISTOL, Director of Engineering and Training Systems at CNFPT, Associate Researcher at Paris Ouest Nanterre, and expert in pedagogical innovation. First of all, because the notion of “learnance” that he has developed and implemented addresses all the conditions that facilitate the act of learning. Also because place is a relevant and enlightening indicator of how we perceive training and learning. The fact that our training rooms and lecture theatres have changed very little since the Middle Ages cannot be without reason, he begins.
Third spaces as "out-of-place” spaces cause offset and edge effects. They offer the possibility of feeding a critical analysis on the notion of "third" as well as that of "place" in a relationship to the economy, territory, work and governance. They facilitate cross-fertilization and dissemination of knowledge using a space-based practice by imagining other development scenarios that could be discussed in a "popular" dimension (popular centrality, popular economy, popular education).
The contributors to this edition of Cahiers de l'Action, leaders of associations or collectives, some of whom are leaders of regional networks, are conducting experiments in France based on a practice of "third spaces": spaces of collective achievement, secluded or neglected places, such as wastelands and squats, outside the attractive major regional centres. This edition aims to highlight the knowledge resulting from this social experimentation with active minorities and the most marginalised groups of the population.
“This article characterizes two foundations of learning through experimentation. We will recall how this pedagogy is considered emancipatory. Indeed, two structuring elements in my commitment and professionalization have contributed to my empowerment as a young adult. This work aims to demonstrate how the temporary appropriation of an "abandoned" space and the constitution of a collective of peers can lead to creativity and critical reflexivity. It explains how the capacity to learn generated by experimentation promotes the personal and collective emancipation of young adults. I wish to demonstrate that the use of this methodology shaped the experimentation of the Popular Artistic Laboratory (LAP)1 in Rennes over its three editions from December 2015 to June 2018"
Through 4 articles from EPALE, professionals from the sector in France, Germany and Italy share their views on “learnance” in third places.
Would you like to talk to other professionals? A discussion thread "Third places; what are the necessary conditions to develop learnance!?" allows you to share your practices.