Non-formal and informal practices for modern educational organizations: experience of learning practices in graffiti community

Abstract

Introduction. Today in the educational organizations all over the world, along with formal education, non-formal and informal forms of educational activity are becoming increasingly popular. These two forms strengthen the practice-oriented component in the learning process and prove their effectiveness in the system of architectural and pedagogical education, in training of programmers, in educational ecological projects, in working with patients with Rett syndrome, etc. However, to use them in area of institutional education by effective and systemic way, the mechanisms for the implementation of these forms require deeper research, which means analysis of successful practices in various environments. The aim of the study is to identify the factors of attractiveness and the reasons for the effectiveness of informal and non-formal learning practices in the graffiti community, where they are key and set the logic of learning, ensure functioning and cultural reproduction. Materials and methods. The study used qualitative methods: a semi-structured interview with representatives of the graffiti subculture of Samara and Yekaterinburg (n = 34, from 18 to 30 years old), as well as inside online observation in graffiti communities (n = 7). Time range 2017-2021. Research results. The typology of teaching practices in graffiti includes self-learning and learning in communication (subtypes: event and non-event practices; peer-to-peer and master-student training). The features of training organization are revealed: "horizontal structure" of the learning system; individualism of educational trajectories; popularity of mentoring; creating situations for mutual recognition of achievements; connection of the learning process, both with the acquisition of knowledge and with vivid experiences ("chase" for adrenaline); special format of training materials; motives of competition; stability in the absence of external regulation, etc. Conclusions. Based on the results, recommendations for the organization of non- and informal forms of education in the system of institutional education has highlighted: the creation of an integral communication educational space; the use of “horizontal” logic instead of hierarchical logic in the process of educational communication, an appeal to the “peer-to-peer” paradigm; attracting students to expert activities; the use of crowdsourcing in the practice of creating educational content and its assessment, etc.