Non-formal learning in four creative spaces in Quebec: An analysis based activity theory
DOI:
https://doi.org/10.51657/ric.v6i2.51549Keywords:
makerspace, creative space, creative lab, activity theory, learningAbstract
Creative spaces allow users to craft, transform and equip themselves, as well as participate, share and learn. These actions support the democratization effect of the maker movement (Hatch, 2014) as well as the development of the empowerment made possible in creative spaces (Blikstein, 2013; Davidson and Duponsel, 2021). This article presents the analysis of four creative spaces in Quebec and leads to identify the characteristics of learning spaces located outside educational institutions and supporting non-formal learning. The view on creative spaces has been guided by activity theory (Engeström, 1987). Different components (subject, tool, object, division of labor, rules and community) were analyzed through transcripts of semi-structured interviews conducted with managers of creative spaces and users. The analysis supported by activity theory makes it possible to approach in a systemic way the organization of activities in creative spaces that support non-formal learning. Our project is of interest for the advancement of knowledge, because it allows us to identify tensions related to notoriety, equipment, learning and community that could be present in other creative spaces.
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