This contribution moves from a transfeminist perspective to read and deconstruct hate speech and its repercussions in the educational field from a pedagogical and intersectional point of view (Crenshaw, 1991; Faloppa 2020; Pasta 2021). In response to a real "hate teaching", fueled by a unique narrative that "absolutizes and freezes differences" denying their social, situated and transformative dimension (Tramma, Brambilla, 2019), some workshop experiences and training courses, carried out in formal and informal contexts through the privileged tool of picturebook (Fierli et. al., 2015) are presented here. On the one hand, a work aimed at primary and lower secondary schools, which puts words to hurt at the centre, problematises them, classifies them (De Mauro, 2016), explaining the hierarchies of power, on the other a comparison between the figures educating adults, to start again from the care of words (Bellemo, 2023) and the mutual listening (Amadini, 2020).
Il presente contributo muove da una prospettiva transfemmista per leggere e decostruire in chiave pedagogica e intersezionale il linguaggio d’odio e le sue ripercussioni in ambito educativo (Crenshaw, 1991; Faloppa 2020; Pasta 2021). In risposta a una vera e propria “didattica dell’odio”, alimentata da una narrazione unica che “assolutizza e congela le differenze” negando la loro dimensione sociale, situata e trasformativa (Tramma, Brambilla, 2019), si presentano alcune esperienze laboratoriali e percorsi formativi, realizzati in contesti formali e informali attraverso lo strumento privilegiato dell’albo illustrato (Fierli et. al., 2015). Da una parte un lavoro rivolto alla scuola primaria e secondaria di primo grado, che mette al centro le parole per ferire, le problematizza, le classifica (De Mauro, 2016), esplicitandone le gerarchie di potere, dall’altro un confronto tra le figure adulte educanti, per ripartire dalla cura delle parole (Bellemo, 2023) e dal reciproco ascolto (Amadini, 2020).
Franchi, G. (2024). Words words words. Educational paths through picturebooks to deconstruct the violence of language. Q-TIMES WEBMAGAZINE, XV(4), 259-271.
Words words words. Educational paths through picturebooks to deconstruct the violence of language
Giulia Franchi
2024-01-01
Abstract
This contribution moves from a transfeminist perspective to read and deconstruct hate speech and its repercussions in the educational field from a pedagogical and intersectional point of view (Crenshaw, 1991; Faloppa 2020; Pasta 2021). In response to a real "hate teaching", fueled by a unique narrative that "absolutizes and freezes differences" denying their social, situated and transformative dimension (Tramma, Brambilla, 2019), some workshop experiences and training courses, carried out in formal and informal contexts through the privileged tool of picturebook (Fierli et. al., 2015) are presented here. On the one hand, a work aimed at primary and lower secondary schools, which puts words to hurt at the centre, problematises them, classifies them (De Mauro, 2016), explaining the hierarchies of power, on the other a comparison between the figures educating adults, to start again from the care of words (Bellemo, 2023) and the mutual listening (Amadini, 2020).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
