Towards the Transformation of Social Justice Theories in Education: The students’ Voice of Second Chance Popular Schools

Authors

DOI:

https://doi.org/10.7346/-fei-XX-01-22_60

Keywords:

Sustainable development, Social Justice Education, Second chance popular schools, Student Voice, Grounded Theory

Abstract

The paper starts from the critique of the concept of sustainable development, moving towards a perspective of social eco-development in line with the democratic demands and Bronfenbrenner’s theory of the ecology of human development. The cornerstone of this transformative perspective is an idea of regenerated social justice, which refers to the model of Nussbaum’s capability approach to embrace a theoretical framework of Social Justice Education based on the theories and practice of Cochran-Smith. Starting from the concept of recognition and inspired by both a pedagogical and a political approach, a qualitative research was undertaken according to a participatory paradigm guided by the idea of giving voice to the most marginalized social groups. Therefore, this research (which is part of a larger project that covered the entire s.y. 2020/2021) has adopted the Student Voice approach, to listen to the voice of students in conditions of educational risk or school drop-out in the context of second chance popular schools, regarding their representations on education and teaching-and-learning, their experiences and the meanings they attribute to school. Between June and July 2021, at the “Antonia Vita” Popular School in Monza, 8 semi-structured interviews were conducted with students aged between 14 and 17 years old, transcribed literally and then analyzed with the software ATLAS.ti, according to the methodology of socio-constructivist Grounded Theory. In the concluding part, the paper then analyzes and discusses the emerging categories and their codes, which induce a reflection on the pedagogical model of the Italian public education system.

References

AA.VV. (2021). Educazione popolare, lavoro e scuola. Formazione, Lavoro, Persona, 34 (n. monografico).

Baldacci, M. (2017). Oltre la subalternità. Praxis e educazione in Gramsci. Roma: Carocci.

Baldacci, M. (2019). La scuola al bivio. Mercato o democrazia? Milano: FrancoAngeli.

Bateson, G. (1972). Steps to an ecology of mind. San Francisco: Chandler Publishing Company.

Brighenti, E., & Bertazzoni, C. (2009). Le scuole di seconda occasione. Trento: Erickson, 2 voll.

Bronfenbrenner, U. (Ed.) (2005). Making human beings human: Bioecological perspectives on human development. London: SAGE Publications.

Charmaz, K. (20142). Constructing Grounded Theory. London: SAGE Publications.

Charmaz, K. (2017). The power of constructivist Grounded Theory for critical inquiry. In Qualitative Inquiry, 23(1), 34-45.

Cochran-Smith, M. (2010). Toward a theory of Teacher Education for Social Justice. In A. Hargreaves, M. Fullan, D. Hopkins, & A. Lieberman (Eds.), Second International Handbook of Educational Change (pp. 445-467). New York: Springer.

Cochran-Smith, M. (2020). Teacher Education for justice and equity: 40 years of advocacy. Action in Teacher Education, 42(1), 49-59.

Cochran-Smith, M., Ludlow, L., Ell, F., O’Leary, M., & Enterline, S. (2012). Learning to teach for Social Justice as a cross cultural concept: Findings from three Countries. European Journal of Educational Research, 1(2), 171-198.

De Meo, A., & Fiorucci, M. (Eds.) (2011). Le scuole popolari. Per l’accompagnamento e l’inclusione sociale di soggetti a rischio di esclusione. FOCUS-Casa dei diritti sociali.

Disinger, J.F. (1990). Environmental education for sustainable development? Journal of Environmental Education, 21(4), 3-6.

Ellerani, P. (2021). Le declinazioni della sostenibilità come proposta pedagogica. Formazione & insegnamento, 1, 7-11.

European Commission (1995). Teaching and learning: Towards the learning society (White paper on education and training). Brussels. op.europa.eu/en/publication-detail/-/publication/d0a8aa7a-5311-4eee-904c-98fa541108d8/language-en (ultima consultazione: 21/03/22).

Fielding, M., & Bragg, S. (2003). Students as researchers: Making a difference. Cambridge: Pearson Publishing.

Gramsci, A. (1975). Quaderni del carcere, a cura di V. Gerratana. Torino: Einaudi, 4 voll.

Grion, V., & Cook-Sather, A. (Eds.) (2013). Student Voice: prospettive internazionali e pratiche emergenti in Italia. Milano: Guerini.

Grion, V., & Dettori, F. (2015). Student Voice: nuove traiettorie della ricerca educativa. In M. Tomarchio & S. Ulivieri (Eds.), Pedagogia militante. Diritti, culture, territori (pp. 851-859), Atti del 29° Convegno Nazionale SIPED (Catania, 6-8 novembre 2014), Pisa: ETS.

Howe, K. (1997). Understanding equal educational opportunity: Social justice, democracy, and schooling. New York: Teachers College Press.

Jickling, B. (1992). Why I don’t want my children to be educated for sustainable development. Journal of Environmental Education, 23(4), 5-8.

Lazzari, F. (2011). Da un’idea di sviluppo ad una cultura della consapevolezza. Visioni LatinoAmericane, 5, 3-17.

Lazzari, F. (2019). Sviluppo sostenibile e giustizia sociale. Visioni LatinoAmericane, 11(21), 9-26.

Massa, R. (1997). Cambiare la scuola. Educare o istruire? Roma-Bari: Laterza.

Minello, R. (2014). Anticipazioni di pedagogia critico-radicale nel pensiero di Antonio Gramsci. Formazione & insegnamento, 12(4), 67-82.

MIUR (2021, maggio). La dispersione scolastica aa.ss. 2017/2018 - 2018/2019, aa.ss. 2018/2019 - 2019/2020. Roma: Ufficio Gestione Patrimonio Informativo e Statistica. https://miur.gov.it/pubblicazioni/-/asset_publisher/6Ya1FS4E4QJw/content/la-dispersione-scolastica-aa-ss-2017-2018-2018-2019-aa-ss-2018-2019-2019-2020 (ultima consultazione: 21/03/22)

Nussbaum, M. (2002). Giustizia sociale e dignità umana. Bologna: il Mulino.

Nussbaum, M. (2011). Creating capabilities. Cambridge, MA: Harvard University Press.

Sauvé, L. (2007). L’équivoque du développement durable. Chemin de Traverse, 4, 31-47.

Strano, A. (2014). Recensione a: Nussbaum, M., Creare capacità. Liberarsi dalla dittatura del Pil. Formazione & insegnamento, 12(4), 426-430.

Touraine, A. (1995). Qu’est-ce que la democratie? Paris: Fayard.

Tusini, S. (2006). La ricerca come relazione. L’intervista nelle scienze sociali. Milano: FrancoAngeli.

UN (1987). Our Common Future. Report of the World Commission on Environment and Development. https://www.are.admin.ch/are/it/home/media-e-pubblicazioni/pubblicazioni/sviluppo-sostenibile/brundtland-report.html (ultima consultazione: 21/03/22)

UNESCO (2004). Décennie des Nations Unies en vue du développement durable - 2005-2014. Paris. https://unesdoc.unesco.org/ark:/48223/pf0000141629_fre (ultima consultazione: 21/03/22).

Watzlawick, P., Beavin, J.H, & Jackson, D.D. (1971). Pragmatica della comunicazione umana. Roma: Astrolabio (ed. or. 1967).

Yin, R.K. (2006). Case study methods. In J.L. Green, G. Camilli, & P.B. Elmore (Eds.), Handbook of complementary methods in education research, 111-122. New York: Lawrence Erlbaum Associates.

Zecca, L. (2020). Il diritto di partecipare: una ricerca collaborativa nelle scuole dei bambini.

In G. Cappuccio, G. Compagno, & S. Polenghi (Eds.), 30 anni dopo la Convenzione ONU sui diritti dell’infanzia. Quale pedagogia per i minori? (pp. 940-949). Lecce: Pensa Multimedia.

Zecca, L., & Cotza, V. (2021). Per una nuova sostenibilità socio-pedagogica ai tempi del Covid-19. La fragilità educativa nella percezione di docenti ed educatori scolastici. Formazione & insegnamento, 1, 721-733.

Published

2022-05-30