Non-formal Education, or the Revolution on the Playground (Pt. 1)
Picking up on the previous topic that concerned the disruption of the status quo, today I will elaborate on the topic of revolutionary literature for children, its pedagogical and social value. Learning encourages constant construction and disruption.
There have been many brilliant individuals in history who attempted and successfully hacked the nature of education. Foucault set his sights on the oppression within the frameworks of formal education that oftentimes have the power to slaughter one’s voice.
The beat of our hearts is louder than words,
Louder than words. — David Gilmour, 2014.
Gianni Rodari was another famous Italian writer who re-established the power of children’s literature. He embedded a wide variety of ideological messages in his works and entered the discourse on revolution.
These names do not stand alone and there have been hundreds of enthusiastic Teachers who realized the value of education in children’s lives. And so come the terms “non-formal learning” and “informal education” that bump against the traditional educational model, which, to some could be associated as a “thought control.” Not in a meditative sense, but rather in a sense that is close to totalitarianism.
One of the ways to enter discourse in order to reach children’s understanding of revolution and importance of social change is through children’s literature. Arguably, this is the most efficient source to begin the process of non-formal learning for the young generation and begin the manifestation towards their conscious living.
Children’s books are one of the essential mediums that help to transfer messages of social value to the young ones.