The challenge of democratic education for educational research. An overview
Abstract
Both the United Nation and the Council of Europe acknowledge the necessity to “educate for democracy” and encourage research in implementing models and good practice in public education. As a matter of fact, this appears as an emerging narrative, which runs parallel to the narrative of “democratic education” developed during the 20th century through a series of experiences and practices mainly external to the public school system of that century, both in Europe and in other countries. Both narratives are situated within a complex economic and socio-political scenario as well as a context featuring an intense cultural debate on the nature and meaning of democracy in times of “anxiety”, “disaffection, and “distress”. Moreover, the educational discourse unfolds through the highlighting of a series of problematic issues that must be explored in all their interconnections, engaging academic research with a cultural, political and social challenge: “securing democracy through education”. This implies the interconnection of different forms of discourse and different narratives which are currently unfolding separately, as well as of different dimensions (cultural, political, practical), according to an interdisciplinary frame of reference which goes beyond the epistemological barriers still existing among different “academic tribes and territories”.
Riassunto: Sia le Nazioni Unite sia il Consiglio d’Europa riconoscono la necessità di “educare alla democrazia” e incoraggiano la ricerca a implementare modelli e buone pratiche nella educazione pubblica. Di fatto questa sembra una narrazione emergente che corre parallela a quella della “educazione democratica” sviluppata nel XX sec., attraverso una serie di esperienze e pratiche situate soprattutto al di fuori del sistema scolastico pubblico, sia in Europa sia in altre aree. Entrambe le narrazioni sono collocate all’interno di uno scenario economico e socio-politico complesso e di un contesto che presenta un intenso dibattito culturale sulla natura e il significato della democrazia in tempi di ‘ansia’, ‘disaffezione’ e ‘angoscia’. Inoltre, il discorso pedagogico si svolge attraverso la sottolineatura di una serie di questioni problematiche che si debbono esplorare in tutte le loro interconnessioni e che impegnano la ricerca accademica in una sfida politica e sociale, ossia ‘assicurare la democrazia attraverso l’educazione’. Ciò implica l’interconnessione di diverse forme di discorso e differenti narrazioni che si dipanano al momento separatamente, come anche di differenti dimensioni (culturali, politiche, pratiche), secondo una cornice di riferimento interdisciplinare che va oltre le barriere che ancora esistono fra le diverse 'tribù e territori accademici'.
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