Imparare a partecipare a scuola per far pratica di responsabilità. Uno studio etnografico nella Complex Instruction di Elizabeth G. Cohen

Isabella Pescarmona

Abstract


Within the debate on the ethics of care, this article aims at discussing the care of others as a care of participation of others in the public space of our complex and multicultural societies, by overcoming a patronizing approach and recognizing others as subjects of Rights. Starting from an ethnographic study, which was carried out in some Primary schools, the article critically examines the ways Complex Instruction model would be an educational practice that is able to create the conditions for learning to participate in a more equal and inclusive way. Finally, it argues how this process of learning would encourage the experience of having voice and agency and, by doing so, promotes a political responsibility, which could modify social contexts in order to make them more democratic.

Riassunto: All’interno del dibattito sull’etica della cura, il contributo intende argomentare come la cura dell’altro possa declinarsi nelle nostre società complesse e multiculturali come cura della partecipazione dell’altro nello spazio pubblico, superando un approccio paternalistico e riconoscendo l’altro come soggetto di diritto. A partire dai dati di una ricerca etnografica svolta in alcune scuole primarie, s’intende analizzare criticamente in che termini il modello cooperativo della Complex Instruction possa costituire una pratica educativa capace di creare le condizioni per imparare a partecipare in modo equo e inclusivo della diversità. Il contributo, infine, discute come tale processo di apprendimento sviluppi la capacità di esercitare il proprio diritto di voce e agency e, attraverso ciò, possa promuovere una responsabilità politica in grado di modificare i contesti sociali in senso più democratico.

 

 

 


Keywords


cooperative learning; intercultural dialogue; active citizenship; equity; eth- ic of an encounter.

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