The school serves as the central space for shaping educational futures and as a privileged relational environment for fostering encounters with diversity and affirming the ethical principles of otherness. Based on these premises, this contribution focuses its reflection on the emerging dimensions of teacher professionalism, with particular emphasis on the "teacher leadership" model. From this perspective, teachers should act as transformative agents, challenging unquestioned assumptions and moving away from habitual practices. Moreover, they should take on an advocacy role, influencing policies toward inclusivity and revitalizing the potential and resources within the school community.
La scuola rappresenta il luogo centrale per la costruzione di destini formativi e lo spazio relazionale privilegiato per promuovere esperienze d’incontro delle differenze e affermare i principi etici dell’alterità. Su tali premesse, il contributo orienta la propria riflessione intorno alle dimensioni emergenti della professionalità docente, con particolare riferimento al modello della “leadership del docente” (teacher leadership). Entro tale prospettiva, i docenti dovrebbero operare in qualità di agenti trasformativi, sfidando ipotesi indiscusse e abbandonano abituali modus operandi. Dovrebbero assumere inoltre un ruolo di advocacy al fine di influenzare le politiche in direzione inclusiva, rinvergando potenzialità e risorse presenti all’interno della comunità scolastica.
Teacher Leadership, inclusione e giustizia sociale
Bufalino Giambattista
Primo
2024-01-01
Abstract
The school serves as the central space for shaping educational futures and as a privileged relational environment for fostering encounters with diversity and affirming the ethical principles of otherness. Based on these premises, this contribution focuses its reflection on the emerging dimensions of teacher professionalism, with particular emphasis on the "teacher leadership" model. From this perspective, teachers should act as transformative agents, challenging unquestioned assumptions and moving away from habitual practices. Moreover, they should take on an advocacy role, influencing policies toward inclusivity and revitalizing the potential and resources within the school community.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.