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FrancoAngeli Journals

Articles

No. 1 (2025)

Beyond reflexivity: Transformative learning and participatory methodologies in marginal educational contexts

DOI
https://doi.org/10.3280/erpoa1-2025oa20458
Submitted
giugno 25, 2025
Published
2026-10-09

Abstract

Reflexivity has long been recognized as a key element in the processes of learning, emancipation and the construction of inclusive educational contexts. However, its role and applications have evolved over time, generating new epistemological and methodological challenges. This paper explores the relationship between reflexivity and participatory methodologies, with particular attention to educational and training contexts involving vulnerable groups. Through the experiences of the Revers-ed project, the paper examines how reflexivity can be declined in a dialogic and co-creative way, supporting transformative learning processes and promoting educational research with, rather than on, the subjects involved. Methodologies for the validation of reflective processes in educational contexts (formal, non-formal and informal) are presented, with particular attention to the co-construction of knowledge and the evaluation of the social impact of educational practices.

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