Formative Practices and Multidimensional Inclusion: From Challenging Contexts to Challenging the Context
DOI:
https://doi.org/10.7346/-fei-XXIII-03-25_01Keywords:
Formative practices, Multidimensional inclusion, Educational context, Professional identity, Systemic approachAbstract
This editorial introduces Volume 23, Issue 3 of Formazione & insegnamento, outlining a pedagogy of relation rooted in the idea of context. Criticising the notion of technical rationality, the issue explores the multidimensionality of inclusion and the "challenge to the context", in contrast to interpretations of education as an intervention aimed at mitigating individual deficits. The diverse contributions presented here – from interspecies education to university well-being – advocate for a situated professional identity, capable of transforming educational environments into welcoming ecosystems
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