In the current modern multicultural and neocolonial society, the intercultural model applied to conceptualize the relationship between the self and the other, no longer seems adequate to manage it. Intercultural pedagogy made possible the recognition of the other among us, however the postcolonial perspective deserves the attribution of subjectivity to the other and later the decolonial pedagogy breaks with the underlying hierarchies in the autochthonous- allochthonous relationship, allowing the latter to take a one-up position. Therefore, the present contribution aims to reason on the postcolonial curvature that interculture must assume to decolonize and transform in critical and democratic environments all the places where there is a self-other encounter. Questioning the decoloniality and tras- formation of education is now among the main objectives of postcolonial pedagogy.
Nella moderna società multiculturale e neocoloniale, l’intercultura come modello pedagogico impiegato per concettualizzare e gestire il rapporto tra sé e l’altro, non sembra più adeguato. Sebbene la pedagogia interculturale abbia permesso di riconoscere la presenza dell’altro tra noi, è la prospettiva postcoloniale ad attribuire la soggettività all’altro e poi la pedagogia decoloniale a rompere nettamente con le gerarchie sottostanti i rapporti tra autoctoni e alloctoni, permettendo a questi ultimi di assumere una posizione one-up. Pertanto, il presente contributo si propone di ragionare sulla curvatura postcoloniale che l’intercultura deve assumere per decolonizzare e tras-formare in ambienti critici e democratici tutti i luoghi nei quali si ha l’incontro con l’altro. Interrogarsi quindi sulla decolonialità e sulla tras-formazione dell’istruzione risulta oggi tra gli obiettivi principali della pedagogia postcoloniale.
Oltre l'intercultura. Prospettive postcoloniali, decoloniali e trasformative
burgio, giuseppe;Vaccaro, Lavinia Pia
2023-01-01
Abstract
In the current modern multicultural and neocolonial society, the intercultural model applied to conceptualize the relationship between the self and the other, no longer seems adequate to manage it. Intercultural pedagogy made possible the recognition of the other among us, however the postcolonial perspective deserves the attribution of subjectivity to the other and later the decolonial pedagogy breaks with the underlying hierarchies in the autochthonous- allochthonous relationship, allowing the latter to take a one-up position. Therefore, the present contribution aims to reason on the postcolonial curvature that interculture must assume to decolonize and transform in critical and democratic environments all the places where there is a self-other encounter. Questioning the decoloniality and tras- formation of education is now among the main objectives of postcolonial pedagogy.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.