Educating for equality: The role of gender anthropology

Journal title EDUCATIONAL REFLECTIVE PRACTICES
Author/s Alice Rizzi, Marco Di Furia, Giusi Antonia Toto
Publishing Year 2024 Issue 2024/1
Language Italian Pages 9 P. 92-100 File size 0 KB
DOI 10.3280/erp1-2024oa18291
DOI is like a bar code for intellectual property: to have more infomation click here

View article Download Open Access article

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

This essay delineates the role of anthropology within the multidisciplinary realm of educational sciences, starting with recent Italian legislative directives. The primary focus is on how anthropological insights can enrich gender pedagogy. The main objective is to briefly trace the development of gender anthropology, a field recently systematized in Italy, owing in part to the renewed cultural impetus from feminist and LGBTQIA+ movements. Cultural anthropology, since its inception, has sought to decipher the underlying codes of social roles that each of us reproduces in our daily lives. Over the years, anthropological literature has increasingly specialized in analyzing gender relations, recognizing that the diversity of gender has historically led to imbalanced dynamics, resulting in inequality and social injustice. By drawing on anthropological knowledge, it becomes possible to offer educators a deeper and more nuanced perspective, particularly concerning the entrenched gender relations prevalent in our societies for generations. The arguments presented in the essay aim to underscore the potential that anthropology holds for the educational sciences, especially in gender pedagogy, adding to the arsenal of cultural tools in the ongoing battle against sexism and the toxic hierarchies to which we have long been accustomed.

Keywords: ; Gender anthropology; Gender pedagogy; Educational science; Cultural anthropology; Feminism; Intersectionality

  1. Agier, M. (1997). Anthropologues en dangers: l’engagement sur le terrain. Paris: Jean-Michel Place.
  2. Akinasso, F.N. (1992). Schooling, Language, and Knowledge in Literate and Non-literate Societies. Comparative Studies in Society and History, 34(1), pp. 68-109. DOI: 10.1017/S0010417500017448.
  3. Benadusi, M. (2004). Etnografia di un istituto scolastico. Il cammino accidentato dell’innovazione passa per “via XX settembre”. Rimini: Guaraldi.
  4. Benadusi, M. (2017). Scuola in pratica. Prospettive antropologiche sull’educazione. Firenze: Editpress.
  5. Benedict, R. (1934). Modelli di cultura, trad. it. Milano, Feltrinelli, 1974.
  6. Benedict, R. (1938) Continuities and Discontinuities in Cultural Condition. Psychiatry, 1, pp. 161-167. DOI: 10.1080/00332747.1938.11022182.
  7. Boas, F. (1911) Instability of Human Types. In Spiller, G. (Eds.) Paper on Interracial Problems Communicated to the First Universal Races Conference Held at the University of London (pp. 99-103). Boston: Ginn&Co.
  8. Bourdieu, P. (1972). Esquisse d’une théorie de la pratique. Genève: Droz.
  9. Bourdieu P., Passeron J.C., (1972). La riproduzione. Per una teoria dei sistemi d’insegnamento. Rimini: Guaraldi 2006.
  10. Bravo, A. (2001). Storia sociale delle donne nell'Italia contemporanea. Roma, Bari: Laterza.
  11. Butler, J. (1990). Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge.
  12. Callari Galli, M. (1993). Antropologia culturale e processi educativi. Firenze: Scandicci.
  13. Campani, G. (2016). Antropologia di genere. Torino: Rosenberg & Sellier.
  14. Dei, F. (2011). A che cosa serve l’etnografia in una scuola?. In Simonicca, A. (a cura di). Antropologia dei mondi della scuola. Questioni di metodo ed esperienze etnografiche, (pp. 381-397). Roma: CISU.
  15. Dei, F. (2018). Cultura, scuola, educazione: una prospettiva antropologica. Pisa: Pacini Editore.
  16. Gobbo, F., Gomes, A. (2003) Etnografia nei contesti educativi. Roma: CISU.
  17. Goettner-Abendroth, H. (2023). Le società matriarcali del passato e la nascita del patriarcato. Milano: Mimesis.
  18. Ingold, T. (2019). Antropologia come educazione. Bologna: Edizioni La Linea.
  19. Landi, N. (2016). Antropologia e educazione alla sessualità. Limiti, potenzialità, prospettive analitiche e d’intervento. Going Public, 109.
  20. Malinowski, B., (1922) Argonauti del Pacifico occidentale, Torino, Bollati Boringhieri, 2004.
  21. Mattalucci, C. (2012). Etnografie di genere: immaginari, relazioni e mutamenti sociali. Edizioni Altravista.
  22. Mead M. (1929). L’adolescenza in Samoa, Firenze, Giunti-Barbera, 1980.
  23. Piasere, L. (2011). A scuola. Tra antropologia e educazione. Firenze: SEID.
  24. Ruffa, L. (2022). La collaborazione tra educazione e antropologia può aiutarci a superare le differenze? (testo disponibile al sito: https://anpia.it/il-sistema-non-educativo/).
  25. Scheper-Hughes, N. (1995). The Primacy of the Ethical: Propositions for a Militant Anthropology. Current Anthropology, 36(3), pp. 409-440. DOI: 10.1086/204378.
  26. Simonicca A. (2011). Antropologia dei mondi della scuola. Questioni di metodo ed esperienze etnografiche. Roma: CISU.
  27. Spindler G. & Spindler L. (2000). Fifty years of anthropology and education 1950-2000: A Spindler Anthology. Psychology Press.
  28. Torti, R. (2016). Invito alla lettura. Credere oggi, 36(3), pp. 159-167.

Alice Rizzi, Marco Di Furia, Giusi Antonia Toto, Educare alla parità: il ruolo dell’antropologia di genere in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2024, pp 92-100, DOI: 10.3280/erp1-2024oa18291