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This article shows the relevance of the problem of democratization of education which is aimed at democratic culture developing as a basis for the development of civil society through the implementation of democratic principles in all aspects of life and promoting self-government. Education as the main source of information should provide understanding and awareness of democratic processes in all spheres of public life. Democratization of education is a key component of the process of democratization of society. Various aspects of democratization of the educational space have repeatedly been the subject of scientific research of the Ukrainian scholars (B.Chyzhevskyi, L.Lebedyk, T.Zhyzhko, T.Matusevych, and L.Kolesnyk). The purpose of the article is to explore the practical experience of democratization of the educational space of Ukrainian universities, presented at the final international online conference "Democracy and Education: Teaching and Learning Democracy in Primary School and in Teacher Education" within the project "Development of the Culture of Democracy in Teacher Education in Ukraine, Norway and Palestine". The authors conclude that democratic transformations taking place in Ukraine change not only the educational environment at the level of training, but also at the level of building communication between all participants in the educational process, including higher education institutions, as exemplified by the participation of Ukrainian universities in the project "Development of the Culture of Democracy in Teacher Education in Ukraine, Norway and Palestine". Higher pedagogical education, first of all training of future primary school teachers of the new Ukrainian school, is one of the factors of long-term social changes. The experience presented by the universities of Ukraine at the conference shows that pedagogical education is at the forefront of democratization of the educational space of our state. Despite the fact that each university moves towards building democracy in its own way, outlined in the participants' reports, the authors admit that democratization is gradually permeating the educational space at all levels – from the philosophy of education, educational institutions to teaching methods and educational practice. ; Статтю присвячено актуальній проблемі розвитку вищої освіти України – її демократизації. Визначено роль демократичного освітнього середовища як невід'ємної частини інноваційного потенціалу, що створює певні передумови для інноваційної діяльності закладу вищої освіти. Описано міжнародний проєкт «Розвиток культури демократії в педагогічній освіті в Україні, Норвегії та Палестині» та особливості участі в ньому представників університетів України. Детально представлено досвід університетів-учасників проєкту з розбудови демократичного освітнього простору в закладах вищої освіти, презентований на міжнародній підсумковій конференції «Демократія та освіта: викладання та навчання демократії в початковій школі та педагогічній освіті».

This article shows the relevance of the problem of democratization of education which is aimed at democratic culture developing as a basis for the development of civil society through the implementation of democratic principles in all aspects of life and promoting self-government. Education as the main source of information should provide understanding and awareness of democratic processes in all spheres of public life. Democratization of education is a key component of the process of democratization of society. Various aspects of democratization of the educational space have repeatedly been the subject of scientific research of the Ukrainian scholars (B.Chyzhevskyi, L.Lebedyk, T.Zhyzhko, T.Matusevych, and L.Kolesnyk). The purpose of the article is to explore the practical experience of democratization of the educational space of Ukrainian universities, presented at the final international online conference "Democracy and Education: Teaching and Learning Democracy in Primary School and in Teacher Education" within the project "Development of the Culture of Democracy in Teacher Education in Ukraine, Norway and Palestine". The authors conclude that democratic transformations taking place in Ukraine change not only the educational environment at the level of training, but also at the level of building communication between all participants in the educational process, including higher education institutions, as exemplified by the participation of Ukrainian universities in the project "Development of the Culture of Democracy in Teacher Education in Ukraine, Norway and Palestine". Higher pedagogical education, first of all training of future primary school teachers of the new Ukrainian school, is one of the factors of long-term social changes. The experience presented by the universities of Ukraine at the conference shows that pedagogical education is at the forefront of democratization of the educational space of our state. Despite the fact that each university moves towards building democracy in its own way, outlined in the participants' reports, the authors admit that democratization is gradually permeating the educational space at all levels – from the philosophy of education, educational institutions to teaching methods and educational practice. ; Статтю присвячено актуальній проблемі розвитку вищої освіти України – її демократизації. Визначено роль демократичного освітнього середовища як невід'ємної частини інноваційного потенціалу, що створює певні передумови для інноваційної діяльності закладу вищої освіти. Описано міжнародний проєкт «Розвиток культури демократії в педагогічній освіті в Україні, Норвегії та Палестині» та особливості участі в ньому представників університетів України. Детально представлено досвід університетів-учасників проєкту з розбудови демократичного освітнього простору в закладах вищої освіти, презентований на міжнародній підсумковій конференції «Демократія та освіта: викладання та навчання демократії в початковій школі та педагогічній освіті».

Where does art stand in the context of contemporary democracy, how does it "speak out" and shape democracy? How do pro-democratic manifestations arise in the sphere of art, how is democracy used and what games are played with the recipient? The article touches on the issues of public space and art, financing and management, political commitment, new media, etc. All this serves to point out the issue of the democratic space in which art functions and which it produces at the same time. The article takes the form of reflections on the above issues, illustrated with specific examples of works and artistic endeavours along with the disputes surrounding them. It shows how an internal space for disputes over democracy emerges within the realm of art itself. ; Jak w kontekście współczesnej demokracji sytuuje się sztuka, jak "zabiera głos" i kształtuje demokrację? Jak w polu sztuki dochodzi do prodemokratycznych manifestacji, jak demokracja jest wykorzystywana i jakie są podejmowane gry z odbiorcą? W artykule zostają przywołane zagadnienia: przestrzeni i sztuki publicznej, finansowania i zarzadzania, zaangażowania politycznego, nowych mediów itp. Wszystko po to, by wskazać na problematykę demokratycznej przestrzeni, w której sztuka funkcjonuje, i którą jednocześnie wytwarza. Artykuł przybiera formę rozważań dotyczących powyższych kwestii, ilustrowanych konkretnymi przykładami dzieł i działań artystycznych oraz toczących się wokół nich sporów. Pokazuje, jak w obrębie samej sztuki wytwarza się wewnętrzna przestrzeń sporu o demokrację.

The paper briefly explores the sources of hybridity in technology, politics, and civil society. Hybrid Educational Spaces (HES) is presented as a special sub-category of Hybrid Learning Spaces that treats learning in institutional form. In analyzing the main theoretical and practical differences between education and learning important dimensions are uncovered and discussed leading to a conceptualization of HES. A conceptual model is presented. The model may serve to inform the design of HES. It is concluded that in creating HES institutional obstacles may serve as creative constraints or even possible resources in fostering hybrid educational spaces.

Educational institutions, whether privately owned or state funded, are a meeting place for students coming from diverse linguistic and cultural backgrounds. Educational institutions as learning environments and spaces not only play a fundamental role in the development of an individual, but also perpetuate various ideologies related to languages, politics, cultures, and society among others. In relation to language ideology, linguistic landscape is a novel field which allows sociolinguists to analyze how spaces are constituted through the language(s) employed in public signage as signs enable a dynamic process in which the language(s) used in these signs and those who pass by said signs influence each other to shape the landscape of their community. It enables the identification of the relative power and vitality of the language(s) in a particular community that may or may not appear in public signage. Language(s) displayed in public spaces can also be interpreted as a reflection of the ideological conflicts within a community. Respectively, there is a growing interest towards the study of the linguistic landscape in educational spaces, also known as schoolscape. School, a central civic institution, represents a deliberate and planned environment where learners are subjected to powerful messages about language(s) from local and national authorities. Accordingly, by reviewing past studies, this paper proposes to initiate discussion and investigation of the practices and the language(s) utilized in signs within educational spaces in the United States as institutions can perpetuate language ideologies, which can either foster or hinder bilingual education.

Chapter 1. Space, Place, and Educational Settings: An Introduction -- Chapter 2. Knowledge Society, Educational Attainment, and the Unequal City: A Sociospatial Perspective -- Chapter 3. Educational Inequality and Urban Development: Education as a Field for Urban Planning, Architecture and Urban Design -- Chapter 4. Bringing the Full Picture Into Focus: A Consideration of the Internal and External Validity of Charter School Effects -- Chapter 5. Neighborhood Effects, the Life Course, and Educational Outcomes: Four Theoretical Models of Effect Heterogeneity -- Chapter 6. Space, Marginality, and Youth in Urban Spaces: Pedagogical Practices in the Quartieri Spagnoli -- Chapter 7. Fragmented Geographies of Education: Institutions, Policies, and the Neighborhood -- Chapter 8. When School Comes to Community: Considering the Socioethnic Environment in Educational Reform for Gypsy Populations in a French City -- Chapter 9. Bringing the Local Back In: How Schools Work Differently in Different Neighborhood Contexts -- Chapter 10. Setting Aside Settings: On the Contradictory Dynamics of "Flat Earth", "Ordinalization" and "Cold Spot" Education Governing Projects.

Based on approaches of digital ethnography and using the work of Sofia da Silva as an example, we pose reflections on future shifts and innovations in the context of qualitative educational and biographical research: What methodological questions arise when current educational science objects are viewed from a (post-)digital perspective? We assume, among other things, that due to the interweaving of analogue and digital worlds new forms of biographization emerge, which require a theory-generating exploration of hybrid modes of experience as well as of the embedded interrelation of, for example, 'body', 'education', and 'biography'. This could be achieved, for example, by a stronger mediation of ethnographic and biographical research approaches, or through an investigation of the connection between digital everyday practices, digitally mediated prefigurations and biographizations.

The article reveals the importance of digital technologies (virtual reality, augmented reality, mixed reality with the use of artificial intelligence) in the educational space of educational institutions, identifies the types and considers the advantages of virtual reality, shows the important role of augmented reality in the educational space of educational institutions; the most well-known means of digital technologies in the educational space of educational institutions are analyzed. The use of immersive technologies is presented as a tool to involve all students in the educational process, where digital technologies are used to personalize learning, a new innovative educational environment is created, motivation is increased, and for understanding reality, providing information, ease of its perception, new opportunities are being searched for the future specialist; The advantages of using immersive technologies in professional education are highlighted, the importance of artificial intelligence for higher education is shown, directions for using a chatbot are suggested. In the conditions of the real educational process, we conducted a study on the formation of students with a high level of competence in the use of digital immersive technologies in the educational space of higher education institutions.

Reseña de Linguistic Landscapes and Educational Spaces
Edina Krompák, Víctor Fernández-Mallat, y Stephan Meyer (eds). 2022. Multilingual Matters. 294 pp.

In Teachers as Researchers (2003: Ch 1), Joe Kincheloe advocates teacher research as a means by which teachers can resist and overcome a trend emanating from the United States toward domination of curriculum and pedagogy by 'technical standards' based on 'expert research' and imposed in a 'top-down' manner by educational administrators and policy makers. This is a trend where curriculum has become highly standardized. Teachers within the same subject areas in the same grades are required to 'cover the same content, assign the same importance to the content they cover, and evaluate it in the same way' regardless of the diversity of school communities, school settings, student needs and backgrounds, and so on (Marzano and Kendall 1999; Kincheloe 2003: 4). Teachers are strongly encouraged to teach to the tests that are used to measure student outcomes because schools are compared on the basis of the scores their students achieve. This regime of measuring and reporting outcomes is promoted in the name of 'accountability,' and is very difficult for schools to resist. On one hand, if schools do not make an effort to compete they are likely to lose students to other schools whose achievement scores impress parents/caregivers. On the other hand, if schools can show their scores are improving—by teaching more and more rigorously to the content-laden tests and enlisting parents/caregivers in this culture as overseers of student homework and preparation for tests, they can maintain and improve their enrolments. ; C1