Graffiti as a Medium of Informal Learning, Critical Reflection, and Civic Engagement in Urban Spaces | Chapter 2 | Walls That Teach: Graffiti, Education and the Pedagogy of Resistance

 

This chapter delves into the transformative role of graffiti as a form of public pedagogy, illustrating how it serves as an alternative curriculum etched into the fabric of urban landscapes. Situated at the intersection of critical pedagogy, cultural studies, and urban geography, graffiti transcends mere artistic expression, emerging as a purposeful intervention in contested public spaces. Drawing upon Henry Giroux's (2020) concept of public pedagogy and Paulo Freire’s (1996) notion of conscientisation, the chapter positions graffiti as an “unofficial curriculum” that illuminates social justice issues such as poverty, inequality, racial discrimination, displacement, and state violence. Through a qualitative, interpretive approach, the chapter combines theoretical reflection with case studies showcasing how marginalised communities employ graffiti to reclaim visibility, preserve cultural memory, and challenge dominant narratives.  The chapter concludes by urging educators, policymakers, and urban planners to recognise public spaces as vital arenas for knowledge production, democratic dialogue, and resistance.

 

 

Author(s) Details

Nzabihimana Damien
Institut Catholique de Kabgayi, Southern Province-Muhanga District-Kabgayi Diocese, Republic of Rwanda.

 

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-47485-01-5/CH2

Engaging Small and Medium Sized Companies in Cooperation and New Forms of Learning | Chapter 16 | Current Topics on Mathematics and Computer Science Vol. 7

 The European economy's backbone is made up of small and medium-sized businesses (SMEs). Covid-19's ramifications and the resulting nationwide lockdowns caught SMEs off guard. Many parts of SMEs have been impacted by the crisis: good work and learning solutions must be identified quickly. E-Learning is considered as a lifetime learning enabler because of its flexibility and simplicity of access. It has the ability to revolutionise how and when employees learn, as well as act as a catalyst for change and integration. SMEs must develop new forms of collaboration, such as technology-enabled Communities of Practice (CoP). Another type of collaboration is cross-sector collaboration, particularly between SMEs, research institutions, and higher education institutions, however this type of collaboration needs to be enhanced. SMEs must deal with change and enhance their learning processes on a large scale in order to survive the pandemic, be innovative, and play an essential role. This study examines the condition of European SMEs in further depth and includes data from recent European initiatives that reveal persisting challenges in the adoption of digital forms of learning and problem-based learning approaches. Because SMEs actors can promote their businesses through digital marketing, Covid-19 should not be a barrier for SMEs to generate sales. This paper will attempt to answer topics such as: How do SMEs use digital methods for business, learning, and workforce reskilling for digital marketing? In this case, what form of collaboration is most beneficial? The response is based on a review of the literature as well as the authors' work on national and European projects.

Author (S) Details

Steffi Engert
E-Competence Agentur, Universität Duisburg-Essen, now: Starlight Dragon Press, Solingen, Germany.

View Book :- https://stm.bookpi.org/CTMCS-V7/article/view/2945