Percorsi di soggettivazione nonbinaria tra agenzie di educazione formale e informale in Italia. Analisi di un caso studio

Alessia Ale* Santambrogio

Abstract


 Abstract

This study focuses on the educational and formative experiences of nonbinary adolescents in Italy. While the visibility of nonbinary identities is increasing internationally, invisibility and marginalization persist in Italy. Using thematic narrative analysis, this article examines the life history of Tonks, an 18-year-old genderfluid person. The life history is approached as a case study. The results show how the Italian school system is based on binary and cisnormative assumptions, which manifest as curricular invisibility, a hostile hidden curriculum, inadequate teacher training, and aggression. However, Tonks’ narrative also reveals the complexity of their formative experience, intertwining forms of resistance with significant encounters with supportive teachers and peers. Furthermore, Tonks’ journey is defined as a self-educational process in which informal agencies play a pivotal role in providing vocabulary and validation. The study highlights the challenges and resources mobilized by the interviewee, offering insights for future research and for designing pedagogical interventions aimed at creating affirmative school contexts.

 Riassunto

Questo studio si focalizza sulle esperienze educative e formative di adolescenti nonbinary in Italia. Sebbene la visibilità delle identità nonbinarie stia crescendo a livello internazionale, in Italia persistono invisibilità e marginalizzazione. Avvalendosi dell’analisi tematica narrativa, l’articolo esamina il racconto di vita di Tonks, una persona genderfluid di 18 anni, trattandolo come un caso studio. I risultati mostrano come la scuola italiana sia basata su impliciti binari e cisnormativi che si sostanziano in invisibilità curriculare, curriculum nascosto ostile, impreparazione del corpo docente e aggressioni. La narrazione di Tonks rivela tuttavia la complessità dell’esperienza formativa, in cui si intrecciano forme di resistenza e incontri significativi con docenti e pari. Inoltre il percorso di Tonks si delinea come un viaggio auto-educativo dove le agenzie informali sono cruciali nel fornire lessici e validazione. Lo studio illumina sfide e risorse mobilitate dalla persona intervistata, fornendo spunti per la ricerca futura e per la progettazione di interventi pedagogici volti a rendere i contesti scolastici affermativi.


Keywords


adolescence; nonbinary; school environment; informal education; narrative research.

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