Arenas for implicit education: Looking at leftovers


  • Giuseppina Marsico
  • Min He
  • Jaan Valsiner



educational spaces, ornaments, China, education, corridors


In schools and kindergartens much of education happens in "secondary places" – locations in the territory of the educational institution that are not meant for direct instruction purposes, but where all participants necessarily encounter in their daily lives. We analysed entrances, corridors and staircases from the perspective of semiotic encoding of educational values and objectives into the "secondary places", using, as evidence, ethnographic experiences from Chinese kindergartens and schools. We demonstrate that such encoding completes the fullness of cultural organisation of the environment guaranteeing the redundancy of the educational directions of the messages.


Download data is not yet available.


Beier , P., & Noss, R. F. (1998). Do habitat corridors provide connectivity? Conservation Biology, 12(6), 1241–1252.

Bennett, A. F. (1999). Linkages in the landscape: The role of corridors and connectivity in wildlife conservation. Glang, Cambridge: IUCN.

Cornejo, C., Marsico, G., & Valsiner, J. (Eds.) (2018). I activate you to affect me (Vol. 2), Charlotte: Information Age Publishing.

Cushman, S. A., McRae, B., Adriaensen, F., Beier, P., Shirley, M., & Zeller, K. (2013). Biological corridors and connectivity. Key Topics in Conservation Biology, 2, 384–404.

Duany, A., & Plater-Zyberk, E. (1994). The neighborhood, the district and the corridor. In P. Katz (Ed.), The new urbanism: Toward an architecture of community (pp. xvii-xx). New York: McGraw-Hill.

Gupta, S., & Valsiner, J. (1996). Myths in the hearts: Implicit suggestions in the story. Paper presented at the Second Conference on Socio-Cultural Studies, Geneva, September 14, 1996.

Lycke, K. L., & Hurd, E. (2017). Question of changing access: Who participates in school ethnographies and why? International Review of Qualitative Research, 10(3), 291–305.

Marsico, G. (2016). The borderland. Culture & Psychology, 22(2), 206–215.

Marsico, G. (2018). Development and education as crossing socio-cultural boundaries. In A. Rosa & J. Valsiner (Eds.), The Cambridge handbook of sociocultural psychology (2nd ed., Vol. 1). Cambridge: Cambridge University Press.

Marsico, G., Dazzani, V., Ristum, M., & de Souza Bastos, A. C. (Eds.) (2015). Educational contexts and borders through a cultural lens: Looking inside, viewing outside. Cultural Psychology of Education, 1. Geneve: Springer.

Marsico, G., & Iannaccone, A. (2012). The work of schooling. In J. Valsiner (Ed.), The Oxford handbook of culture and psychology (pp. 830–868). New York: Oxford University Press.

Palang, H. (2010). Time boundaries and landscape change: Collective farms 1947–1994. European Countryside, 2(3), 169–181.

Valsiner, J. (2003). Upconscious processes in schooling. European Journal of School Psychology, 1(1), 43–56.

Valsiner J. (2018). Dialogical relationship between open and closed infinities. In G. Marsico & J. Valsiner (Eds.), Beyond the mind: Cultural dynamics of the psyche (pp. 229–244). Charlotte: Information Age Publishing.




How to Cite

Marsico, G., He, M., & Valsiner, J. (2018). Arenas for implicit education: Looking at leftovers. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 6(1), 67–76.