Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Valerio Ferrero
Publishing Year 2026 Issue 2026/1
Language Italian Pages 13 P. 273-285 File size 0 KB
DOI 10.3280/ess1-2026oa22583
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The paper places the critique of learnification in dialogue with a decolonial perspective, treating the school as a place of knowledge production. The reduction of education to learning recasts schooling in individualised and performative terms, obscuring the purposes of teaching and the criteria of knowledge legitimation. A decolonial approach sharpens this critique by exposing the regimes of validity that organise content, language and recognition. Therefore, decolonising teaching means questioning how schools select and authorise knowledge, and transforming classroom practices, institutional arrangements and educational policies so as to make epistemic hierarchies visible and open to critique.
Keywords: equity;social justice;inequalities;learnification;decolonial critique;school
Valerio Ferrero, Decolonizzare l’insegnamento, trasformare la scuola: ripensare pratiche, istituzioni, politiche oltre la learnification in "EDUCATION SCIENCES AND SOCIETY" 1/2026, pp 273-285, DOI: 10.3280/ess1-2026oa22583