Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Tommaso Farina, Elisa Pacini
Publishing Year 2024 Issue 2024/1
Language Italian Pages 18 P. 159-176 File size 0 KB
DOI 10.3280/ess1-2024oa17638
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Among the factors that, from a pedagogical and educational point of view, contribute to the realization of an inclusive community, the synergy and collaboration between educational institutions and pupils’/learners’ families has a great value. However, today, the educational covenant become an intercultural covenant, which has the duty and responsibility to grasp in the differences of ethnicity and geographic origin of children the resources and developmental potential inside each one. This paper proposes a cross-cultural and pedagogical-critical reflection on the decisive role that Italian school must assume in the process of overcoming the images, ideologies, and attitudes of superiority of the white/Western man towards the black, the different, the foreigner, popularized also through school textbooks during the 20th century. In the second part of the article, moreover, the practical experience of designing a teaching unit/workshop for the reception of the many foreign pupils who, every year, arrive in Italy and are included in educational pathways, to promote their inclusion through learning and improving Italian as a second language, is illustrated.
Keywords: ; inclusion; emancipation; critical pedagogy; postcolonial pedagogy; interculturality; didactics
Tommaso Farina, Elisa Pacini, Scuola, famiglia e comunità inclusive: dall’esperienza universi-taria del TFA alla progettazione di un’unità didattica intercultu-rale in "EDUCATION SCIENCES AND SOCIETY" 1/2024, pp 159-176, DOI: 10.3280/ess1-2024oa17638