The question of the Other and the Other’s differentness has been present throughout human history; even now, it defies simplification and easy solutions. As our experiences and what we perceive merely reinforce the idea that each of us is different, economic, sociocultural and power structures have struggled to move beyond a dynamic based on the domination of the different Other, a dynamic that we find reflected in educational settings. In recent years, in the debate surrounding our relationship with the Other – in which multicultural and intercultural approaches continue to clash with one another – contributions from the field of critical, post-colonial and intersectional pedagogy have taken on a central importance. In addition to shedding light on the nomad-like (transnational, dislocated, fragmented, hybridised etc.) condition of contemporary subjects, such studies offer a critical reading of the question of cultural identity and make a significant contribution to the deconstruction of current practices and preconceptions, not least in school environments where diversity continues to be approached from, at best, a position of ambivalence.
La questione dell’altro/a e della sua diversità accompagna la storia dell’umanità: rappresenta un irriducibile, un nodo irrisolto. Se il dato fenomenico e quello esperienziale non fanno che ricordarci che ognuno di noi è diverso, le dinamiche economiche, socio-culturali e di potere faticano ad uscire da processi di sottomissione dell’altro diverso, dinamiche che si riflettono nei contesti educativi. Nel dibattito concernente la nostra relazione con l’altro/a, in cui tuttora si confrontano approccio multiculturale ed interculturale, negli ultimi anni sono divenuti essenziali i contributi provenienti dalla pedagogia critica, post-coloniale e intersezionale. Questi studi, mentre pongono in luce la condizione di “nomadicità” dei soggetti contemporanei (i.e. transnazionalismo, dislocazione, frammentazione, ibridazione), rileggono criticamente la questione delle identità culturali, apportando un contributo rilevante alla decostruzione delle rappresentazioni e delle pratiche in essere anche nei contesti scolastici, abitati da atteggiamenti ambivalenti nei confronti della diversità.
Titolo: | Ripensare le pratiche nei contesti educativi eterogenei: approcci teorici | |
Autori: | DUSI, Paola (Corresponding) | |
Data di pubblicazione: | 2021 | |
Rivista: | ||
Abstract: | The question of the Other and the Other’s differentness has been present throughout human history; even now, it defies simplification and easy solutions. As our experiences and what we perceive merely reinforce the idea that each of us is different, economic, sociocultural and power structures have struggled to move beyond a dynamic based on the domination of the different Other, a dynamic that we find reflected in educational settings. In recent years, in the debate surrounding our relationship with the Other – in which multicultural and intercultural approaches continue to clash with one another – contributions from the field of critical, post-colonial and intersectional pedagogy have taken on a central importance. In addition to shedding light on the nomad-like (transnational, dislocated, fragmented, hybridised etc.) condition of contemporary subjects, such studies offer a critical reading of the question of cultural identity and make a significant contribution to the deconstruction of current practices and preconceptions, not least in school environments where diversity continues to be approached from, at best, a position of ambivalence. | |
Handle: | http://hdl.handle.net/11562/1060895 | |
Appare nelle tipologie: | 01.01 Articolo in Rivista |
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