ABSTRACT
The text introduces the emerging paradigm of the “commons” as an alternative value system and system of action in the field of education, in order to critically discuss the possibilities of refiguring institutional formal education, both at the level of educational activity and at the level of governance, on footing of equality, autonomy, community, participation, cooperation, caring and sharing. At the heart of the discussion is the process of commoning as an alternative educational and micro-political process that develops in the cracks of the formal education system by creating practices that challenge the hegemonic neoliberal discourse on education and society and producing a discourse of democratic possibility. In addition, the similarities and differences of a commons-based education from other alternative narratives about education are critically investigated.
