Skip to main navigation menu Skip to main content Skip to site footer
FrancoAngeli Journals

Articles/Articoli

Vol. 13 No. 1 (2022): Young people, institutions and territories

Intercultural skills and ideas for pedagogical reconstruction in the light of the Pandemic

DOI
https://doi.org/10.3280/ess1-2022oa13345
Submitted
febbraio 14, 2022
Published
2022-06-14

Abstract

In this work we intend to investigate in a pedagogical key the political-cultural context related to the changes of perspective on the intercultural theme starting from a pre and post pandemic focus. It is considered to what extent it is possible to leverage the development of intercultural competences in the redefinition of the training tasks pertaining to all learning places of the new generation.

The concepts of integration and inclusion are reviewed in the light of current socio-educational emergencies, and we focus on the value of reflective and shared thought as a privileged object of a possible modern pedagogical framework.We consider the hypothesis of an intercultural educational project aimed at all those immersed in the digital world and at virtual bearers of cognitive and communicative profiles distant from the classical symbolic modalities. In this regard, it reflects on a pedagogical approach aimed at building “flowing cultural identities” as people moved by constant dynamism towards other cultural affiliations.

Furthermore, the fundamental role of the person in a relational-collective vision is reaffirmed. In this regard, the concept of otherness is referred to as an essential factor for building socio-educational plots in which both the uniqueness of the individual and the inclusion of the other are recognized as functional processes for achieving a communitarian culture.

References

  1. Bauman Z. (2009). Paura liquida. Bari: Laterza.
  2. Bennett J.M. (2008). Transformative training: Designing programs for culture learning. In M. A. Moodian (a cura di), Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations. Thousand Oaks, CA: Sage.
  3. Bertagna G. (2010). Dall’educazione alla pedagogia. Avvio al lessico pedagogico e alla teoria dell’educazione. Brescia: La scuola.
  4. Bourdieu P. (1980). Le capital social: notes provisoires. Actes de la Recherche en Sciences Sociales.
  5. Cambi F. (2006). Incontro e dialogo. Prospettive della pedagogia interculturale. Roma: Carocci.
  6. De Angelis S. (2011). Competenze interculturali in ambienti di apprendimento. Modelli teorici e percorsi informali. Roma: Aracne.
  7. Deardorff D.K. (a cura di) (2009a). Intercultural Competence. Thousand Oaks: Sage.
  8. Deardorff D.K. (a cura di) (2009b). The sage handbook of intercultural competence. Thousand Oaks, CA: Sage.
  9. Deardorff D.K. (2009a). Preface. In Id., Intercultural Competence. Thousand Oaks: Sage.
  10. Demetrio D. e Favaro G. (1992). Immigrazione e pedagogia interculturale. Firenze: La Nuova Italia.
  11. Fantini A. (2000). A Central Concern: Developing intercultural competence. In SIT Occasional Papers series addressing Intercultural Education, Training & Service. School for International Training, Brattleboro, Vermont 05302, USA.
  12. Frabboni F., Pinto Minerva F. (2003). Manuale di pedagogia generale. Bari: Laterza.
  13. Geertz C. (1988). Antropologia interpretativa. Bologna: il Mulino.
  14. Gobbo F. (2010). Il Cooperative learning nelle società multiculturali. Una prospettiva critica. Milano: Unicopli.
  15. Gundara J. (2000). Interculturalism, Education and Inclusion. SAGE Publications Ltd.
  16. Lamberti S. (2010). Apprendimento cooperativo e educazione interculturale. Trento: Erickson.
  17. Lonner W.J., Hayes S.A., Understanding the cognitive and social aspects of intercultural competence. In Sternberg R.J., Grigorenko E.L. (2004) (Eds.). Culture and competence: Context of life success. Washington, DC: American Psychological Association.
  18. Mezirow J. (2003). Apprendimento e trasformazione. Il significato dell’esperienza e il valore della riflessione nell’apprendimento degli adulti. Milano: Raffaello Cortina.
  19. Palaiologou N., Dietz G. (2012). Mapping the Broad Field of Multicultural and In-tercultural Education Worldwide. Cambridge Scholars Publishing.
  20. Pavone M. (2003). L’inclusione educativa. Indicazioni pedagogiche per la disabilità. Milano: Mondadori.
  21. Portera A. (2013). Manuale di pedagogia interculturale. Roma- Bari: Editore Laterza.
  22. Portera A. (2006). Globalizzazione e pedagogia interculturale, interventi nella scuola. Trento: Erickson.
  23. SaracinoV. (2018). Una scuola inclusiva in una società inclusiva. Alcune riflessioni introduttive. In M. Sibilio, P. Aiello (Eds). Lo sviluppo professionale dei docenti Ragionare di agentività per una scuola inclusiva. Napoli: Eidises.
  24. Soriani A. (2019). Sottobanco. L’influenza delle tecnologie sul clima della classe. Milano: FrancoAngeli.
  25. Pinto Minerva F. (2002). L’Intercultura. Bari: Laterza.
  26. Ulivieri S. (2018) (a cura di). Le emergenze educative della società contemporanea. Progetti e proposte per il cambiamento. Lecce: Pensa Multimedia.
  27. Wenger E. (2006). Comunità di Pratica. Apprendimento, significato e identità. Milano: Raffaello Cortina.

Metrics

Metrics Loading ...