Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
In a society marked by hate speech and monolithic narratives, schools provide an essential setting for fostering critical awareness of language and tackling forms of discrimination at their root. Drawing on intercultural, decolonial and feminist literature, this paper argues that developing a critical and reflective habitus regarding one’s own situated positionality is a crucial professional competence for recognising oneself as an active participant in such discourses. Particular attention is devoted to microaggressions and systemic forms of discrimination, which are implicitly reinforced in the everyday educational life of schools. Teachers are called upon not only to adopt appropriate language and behaviour, but also to adopt anti-racist stances in order to break the persistence of such dynamics and trigger decolonial discursive strategies capable of making the learning process an opportunity for the co-construction of meaning across multiple perspectives
