Geographical Education for Drawing New Maps of Hope

Territorial education through the rivers. The “Flowing with the rivers” public engagement project. – The contribution reflects on how the value of water resources in the ecological transition can be shared and strengthened through geo-graphical education. In particular, the Public Engagement project “Flow-ing with the rivers”, financed with 48,500 euros by the University of Turin, whose objective was the development of an educational model to sustainably reconstruct the relationships between human communities and territory around water as a resource and fundamental element in all relationships between natural and human systems. The project activities developed between 2021 and 2023, concentrating the action on the territory between Turin and Savigliano, in particular between the Po, Tanaro and Maira rivers, and involved universities, associations, schools with teachers, students and parents, citizens, media and local administrations. The involvement of local communities was considered a basis of geographical education, starting from the idea that through awareness of the ecological, cultural and economic value of rivers it is possible to arrive at a plan for life, care and sustainable development that produces a social and cultural change in the valorization and management of water resources. The interdisciplinary working group, scientifically directed by Cristiano Giorda, involved fifteen researchers from six different departments and scientific areas. The main methodology followed was that of territorial education through outdoor education and place and art based learning activities, ca-pable of territorialising the scientific and artistic dimensions with skills linked to territorial values, landscape, sustainable development -bile and active citizenship.

Landscape education as a practice of geographical mediation in the processes of resignification of places and reduction of conflicts in San Lorenzo district in Rome. – San Lorenzo district has a marked historical-identity component which, however, has not managed to safeguard the neighbourhood from phenomena of deterritorialization and gentrification. The main cause of the recent condition of degradation and conflict has to be found in the urban layout which has triggered a series of interferences in the identity of the place, for example the external pressures exerted by the university. In this case, therefore, the “configurative profile” (Turco, 2010), made up of relationships, emotions and feelings, has been impoverished and has been transformed.
In this context are inserted the landscape education practices (Turco, 2020) promoted by geographers of Sapienza University of Rome, which propose themselves as cultural mediators in the process of re-signification of places and spaces. The presence in the field and the response to the cultural requests from the immediate surroundings of the University have been translated into events open to the public such as the International Night of Geography or the Roman Summer in San Lorenzo which combine the presence of institutions with activities of Public geography. The territory as a common good is such only if the community is the architect of its definition and recognizes the anthropological value of the space. In this direction, landscape education, strongly characterized on an emotional and cognitive level, contributes to implementing those reterritorialization processes which are the privileged tool of geography for the resolution of the impoverishment phenomena caused by situations of conflict and violence.