Beginning with an analysis of the founding book of the international movement of ecofeminism, the essay conducts an examination of the possibility of creating a crossing space between the ecofeminist perspective and that of meridian thought in an intersectional and educational sense. The essay identifies commonalities and crossing lines between the peculiar prerogatives culturally attributed to the categories of people socialized as women, the natural environment and the South; this is elaborated through a preliminary work of categories of people socialized as women, of the natural environment and the of the female world with the natural one. The identification of the shared experiences of exclusion and marginalization that unite these three identities is taken as the cultural category to be overturned to become the educational instance of mutation. On the basis of the analyses elaborated in the first part, the essay advances the proposal of a meridian ecofeminist pedagogy. The essential features of this are the conducting a work of unraveling the connections of identities plural in an intersectional sense between sexism, environmental racism and internalized anti-meridionalism in order to define educational paths that are characterized by the acceptance of fragilities and differences and by ecology as a theoretical-methodological to foster the design of educational scenarios, learning environments and educational practices imbued with pluralism at multiple levels.
A partire dall’analisi del testo fondativo del movimento internazionale dell’ecofemminismo, il contributo conduce una disamina sull’opportunità di attraversamento in senso intersezionale della prospettiva ecofemminista con il pensiero meridiano in chiave educativa. Attraverso un preliminare lavoro di decostruzione delle istanze essenzialiste che caratterizzano l’identificazione del mondo femminile con quello naturale, il saggio individua delle linee di attraversamento tra le prerogative peculiari attribuite culturalmente alle categorie delle persone socializzate come donne, dell’ambiente naturale e del meridione, e più in generale dei Sud. L’individuazione delle prossimità e delle condivisioni dei vissuti di esclusione e marginalizzazione che accomunano queste tre identità viene assunta nell’articolo quale categoria culturale da ribaltare e trasformare in un’istanza educativa di mutazione. Sulla scorta delle analisi elaborate nella prima parte, l’autrice avanza la proposta di una pedagogia ecofemminista meridiana i cui tratti essenziali sono la conduzione di un lavoro di disvelamento delle connessioni delle identità plurali in senso intersezionale tra sessismo, razzismo ambientale e antimeridionalismo interiorizzati al fine di definire percorsi educativi caratterizzati dall’accoglienza delle fragilità e delle differenze e dall’ecologia come impostazione teorico-metodologica per favorire la configurazione di contesti educativi, ambienti di apprendimento e pratiche didattiche intrise di pluralismo a più livelli.
Pedagogia ecofemminista meridiana. Decolonizzazioni e intersezionalità educative
Raffaella Carmen Strongoli
2024-01-01
Abstract
Beginning with an analysis of the founding book of the international movement of ecofeminism, the essay conducts an examination of the possibility of creating a crossing space between the ecofeminist perspective and that of meridian thought in an intersectional and educational sense. The essay identifies commonalities and crossing lines between the peculiar prerogatives culturally attributed to the categories of people socialized as women, the natural environment and the South; this is elaborated through a preliminary work of categories of people socialized as women, of the natural environment and the of the female world with the natural one. The identification of the shared experiences of exclusion and marginalization that unite these three identities is taken as the cultural category to be overturned to become the educational instance of mutation. On the basis of the analyses elaborated in the first part, the essay advances the proposal of a meridian ecofeminist pedagogy. The essential features of this are the conducting a work of unraveling the connections of identities plural in an intersectional sense between sexism, environmental racism and internalized anti-meridionalism in order to define educational paths that are characterized by the acceptance of fragilities and differences and by ecology as a theoretical-methodological to foster the design of educational scenarios, learning environments and educational practices imbued with pluralism at multiple levels.File | Dimensione | Formato | |
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