The narratives of migration are characterized by complexity, intensity and variety of purposes including their composite: administrative (the hearing before the Territorial Commission for requesting international protection), social (social dialogue for opening the folder and the planning-orientation), educational (educational talks for the design of PEI and PDI) and psychological (individual group therapeutic interviews and various ethnopsychological settings). Too often suspended between toxic narratives and spectacular instrumentalizations (Fiorucci, 2017), the speeches of migration represent, on the other hand, an educational and educating possibility, a potentially effective resource for a solid and restorative educational relationship. This theoretical reflection is the result of auto-ethnographic analysis, of the narrative memos (Charmaz, 2014) collected from 2011 to 2018 in the welcoming educational practice and in the Doctoral research relating to the education of UASC (Unaccompanied Asylum Seeckers Children) built between 2015 and 2018.
Bianchi, L. (2020). La narrazione nella relazione educativa: le parole dell’intercultura The narrative in the educational relationship: The words of interculture. EDUCATION SCIENCES & SOCIETY, 1/2020.
La narrazione nella relazione educativa: le parole dell’intercultura The narrative in the educational relationship: The words of interculture
lavinia bianchi
2020-01-01
Abstract
The narratives of migration are characterized by complexity, intensity and variety of purposes including their composite: administrative (the hearing before the Territorial Commission for requesting international protection), social (social dialogue for opening the folder and the planning-orientation), educational (educational talks for the design of PEI and PDI) and psychological (individual group therapeutic interviews and various ethnopsychological settings). Too often suspended between toxic narratives and spectacular instrumentalizations (Fiorucci, 2017), the speeches of migration represent, on the other hand, an educational and educating possibility, a potentially effective resource for a solid and restorative educational relationship. This theoretical reflection is the result of auto-ethnographic analysis, of the narrative memos (Charmaz, 2014) collected from 2011 to 2018 in the welcoming educational practice and in the Doctoral research relating to the education of UASC (Unaccompanied Asylum Seeckers Children) built between 2015 and 2018.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
