Classroom/Digital Citizenship/Material Culture

Classrooms are emblematic spaces of educational buildings. In classrooms, students have lessons and exams, both activities related to the principles of collectivity and institutionality. For this reason, the classroom is a crucial place for forming students’ citizenship where the whole community welcomes them. In classrooms, off-site students, who are temporary actors in cities, interact daily with society and its institutions. The unlimited flexibility that is potentially typical of the classroom object, intended in its tectonic meaning, is usually not registered in heritage buildings. Its staticity is incompatible with new learning methods. Therefore, a rethinking of classrooms is expected to allow new relationships between temporary subjects and the community. /Virtual spaces are more than ever connected with the real world, allowing new interactions between cities, urban services and citizens. Consequently, new relationships between human beings and the virtual world have been born in recent times, and more attention is paid to investigating the splitting between the real and the digital identity of individuals. Starting from these themes, the concept of digital citizenship has risen. It refers to the individual’s capability to consciously use virtual communication tools to take advantage of networked services. The potential is clear, but there are many complexities and risks, as digital tools may be limited in terms of accessibility. The digital divide is one of the most evident results of the ongoing digitisation, tending to exclude some temporary categories of the population from the digital, producing considerable socio-economic and cultural damage. /Material culture refers to that portion of the anthropic environment made or changed by society, consciously or unconsciously, depending on cultural and productive relationships. In the architecture and construction domains, analysing the material culture at the urban level implies searching for the links between the built environment (intended as a complex set of human products) and the social issues for which it was materially shaped in a given historical period. This approach is significant for ancient and modern ages and for structured and temporary societies. Indeed, transient phenomena may stand out sharply by emerging from the best-known and most accessible contexts, although these may not be well documented, and their in-depth analysis could help discover unknown aspects.