Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
The contribution returns the results of a research on the issue of the reception of trafficked women, with regard to the importance that a gender perspective can guarantee in the design and implementation of educational interventions aimed for them. The research highlighted the difficulties that socio-educational inclusion paths encounter in their concrete realisation: without gender training of educators and professionals with a pedagogical value, actions risk reproducing ethnocentric and tendentially ‘neutral’ visions, without considering the peculiarities of the feminisation of migrant women's destinies. The reference methodology is constructivist grounded theory (Charmaz, 2014), a methodological universe appropriate in intercultural contexts. The theoretical frame of reference relates to intercultural, gender and difference pedagogy, the intersectional perspective and African feminisms, which are useful in defining transcultural frames of reference, capable of generating encounters and preserving from the risk of neo-colonial visions in education.
