Courtyards of learning: from open-air school avant-gardes to pedagogy for transition

The paper explores the potential of schools to serve as catalysts for a pedagogy of transition, aimed at promoting sustainable practices and greater social equity. It focuses on the improvement of school outdoor spaces, such as courtyards and gardens, which work as physical and public connectors between schools and cities. Schoolyards are seen as opportunities to foster ecological awareness, implement transitional pedagogy, and engage students in participatory design workshops. Simultaneously, these open spaces constitute potential green areas serving the neighbourhood offering potential scenarios for recreational and cultural activities. This exploration stems from a critical analysis of three notable case studies in Italy’s history of open-air school experiments: Casa del Sole at Parco Trotter in Milan, Centro Educativo Italo-Svizzero in Rimini and Scuola-Città Pestalozzi in Florence. The analysis underscores both the similarities and differences among these cases while recognizing their collective significance in reshaping the relationship between schools and cities in Italy. While past avant-garde movements emphasized outdoor school spaces as vital for pedagogy, inclusivity, and civic education, today, these spaces can be strategically utilized to address contemporary challenges, particularly those related to the city of transition. Methodologically, the paper employs a critical analysis of the case studies, drawing on existing literature to understand their impact on the school’s community, neighbourhood, and design. It aims to offer practical insights and steps for implementing school-city projects that promote education, social impact, and sustainability.