This contribution aims to highlight how educational action in school contexts in which migrant pupils are inserted, at times, leads to inclusive rhetoric, generating the so-called "exclusive inclusions", since, instead of promoting equity and integral development, it ends up fueling discrimination and a culture of marginality. These dynamics, defined through the concept of necrodidactics, borrowed from the reflections of Achille Mbembe (2016) on necropolitics, denounce an educational practice that annihilates subjectivities through mechanisms of control and discrimination, revealing the exercise of a symbolic power (Damiano, 2007) that marginalizes migrant pupils, who are extremely vulnerable subjects, contributing to school dropout.
Necrodidattica e inclusioni esclusive e dispersive: la didattica delle reti territoriali come prospettiva etica per lo sviluppo di alunni migranti
Giuseppe Liverano
2025-01-01
Abstract
This contribution aims to highlight how educational action in school contexts in which migrant pupils are inserted, at times, leads to inclusive rhetoric, generating the so-called "exclusive inclusions", since, instead of promoting equity and integral development, it ends up fueling discrimination and a culture of marginality. These dynamics, defined through the concept of necrodidactics, borrowed from the reflections of Achille Mbembe (2016) on necropolitics, denounce an educational practice that annihilates subjectivities through mechanisms of control and discrimination, revealing the exercise of a symbolic power (Damiano, 2007) that marginalizes migrant pupils, who are extremely vulnerable subjects, contributing to school dropout.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
