Learning city concept is now one of the most significant outcomes of Unesco's thinking, in which education, rights, culture, and sustainability are intertwined in an integrated approach. Starting with the 2030 Agenda, the learning city becomes a laboratory for global citizenship, a place where…

Marginality can no more be read in terms of self-exclusion of the subject, since it is now clear that it corresponds to a process of marginalization also linked to the choices of society, favored by the proliferation of ghetto areas, in which the dominant culture does not pass and is replaced by the…

This contribution aims to critically reconsider the notion of the Learning City, distancing it from technocratic and universalistic interpretations, and instead proposing it as a situated theoretical-practical configuration grounded in the interplay of spatial justice, urban pedagogy, and radical…

The Piano delle Fosse Granarie can be seen as an open-air educational space, an example of situated learning rooted in historical memory and community identity. As an agricultural archive and civic resource, it offers opportunities for active citizenship, cultural ecology and social cohesion. The…

The UNESCO Global Network of Learning Cities promotes lifelong learning policies that recall the idea of the learning society found in the Faure Report and the Delors Report. However, in recent years, learning cities have also included in their programs economic objectives and above all objectives…

Today, the Smart Cities (SC) concept has quickly become popular in the debate on sustainable urban development. However, some critics argue that it has become a trendy buzzword. From a systemic view, cities are socio-ecological, complex, and adaptive systems addressed to integral wellbeing. Thus, SC…

Contemporary cities often appear as places, or “non-places”, within which pluralism and cultural diversity, rather than becoming encounters and opportunities, become limits and obstacles, increasingly fueling prejudice and the social exclusion of those who – due to their multiple histories of…

The concept of Learning City aims to promote inclusive learning for all, from basic to higher education, including marginalized social groups. In this context, persons in prison represent one such group, in spatial and symbolic terms (Goffman, 1961). Prisons are closed institutions (Verdolini,…

The Learning City concept highlights the role of local educational and cultural institutions, encouraging them to promote collaborative networks for the implementation of educational policies inspired by the principles of Lifelong Learning and Leave No One Behind. The article explores and comments…

This paper investigates the theme of Learning Cities in relation to university life, physical and sports activities and the management of university students' free time. The main objective is to highlight the role of universities as learning and relationship communities that promote well-being. To…

The Learning City recognises the need to ensure the learning and well-being of its entire population, consistent with an inclusive approach according to the principle of ‘Leaving No One Behind’. It is precisely in the area of learning and wellbeing that culture plays a fundamental role, thus…