According to Gramsci, one of the most important tasks of educators should be to make children equal in the face of peril (1918/2023, p. 23). Gramsci would argue that educators should be to empower every child and adolescent, regardless of gender, socioeconomic background or ethnic origin, to acquire, recognise and express the resources necessary to confront and overcome peril. However, given that we have evidently failed in this mission, and considering the malaise experienced by our teenagers, this study aims to explore the nature of the perils perceived by our youth, what we as educators should do to help them overcome these challenges, and, above all, our responsibility in making them so vulnerable. Three hypotheses are put forward and discussed: i) perceived dangers for adults and children change over time; ii) our parents were emotionally stronger than we are now; iii) and we have allowed the neoliberal ideology of competition to influence our educational intentions, whereas our parents did not. Critical pedagogists could suggest us how to free ourselves and our children from the oppression of competition.
Making them equal in front of perils: a suggestion from Gramsci for the education of XXI century society of competition.
Natascia Bobbo
In corso di stampa
Abstract
According to Gramsci, one of the most important tasks of educators should be to make children equal in the face of peril (1918/2023, p. 23). Gramsci would argue that educators should be to empower every child and adolescent, regardless of gender, socioeconomic background or ethnic origin, to acquire, recognise and express the resources necessary to confront and overcome peril. However, given that we have evidently failed in this mission, and considering the malaise experienced by our teenagers, this study aims to explore the nature of the perils perceived by our youth, what we as educators should do to help them overcome these challenges, and, above all, our responsibility in making them so vulnerable. Three hypotheses are put forward and discussed: i) perceived dangers for adults and children change over time; ii) our parents were emotionally stronger than we are now; iii) and we have allowed the neoliberal ideology of competition to influence our educational intentions, whereas our parents did not. Critical pedagogists could suggest us how to free ourselves and our children from the oppression of competition.
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