Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Antonio Sacristano
Publishing Year 2026 Issue 2026/1
Language Italian Pages 15 P. 223-237 File size 0 KB
DOI 10.3280/ess1-2026oa22547
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This article examines the imperative to rethink contemporary educational processes in light of the challenges posed by the decolonization of teaching, intersectionality, and the ethics of care. Starting from a critique of the “coloniality of knowledge” and the Eurocentric canon, the paper explores how established epistemic hierarchies function as exclusionary devices within formal educational institutions. Through a theoretical reflection that intertwines critical pedagogy and post-colonial perspectives, the study proposes a transition from
notion-based ontologies to relational ontologies capable of fostering interdependence and plurality. Specific focus is placed on deconstructing the “hidden curriculum” and transforming standardized assessment practices ‒ often vehicles of epistemic violence ‒ into ecological and formative models. The ethics of care is presented here as a political posture and an “infrastructure of resistance,” essential for recognizing vulnerability as a resource and promoting cognitive and affective justice. Ultimately, the work outlines the role of the teacher as a facilitator of “unlearning” processes, envisioning the classroom as a laboratory of cognitive democracy aimed at radical social transformation and authentic institutional change.
Keywords: Decolonizing education;Intersectionality;Ethics of care;Cognitive justice;Critical pedagogy;Situated epistemologies
Antonio Sacristano, Oltre il canone eurocentrico: prospettive decoloniali per una didattica della differenza e della pluralità in "EDUCATION SCIENCES AND SOCIETY" 1/2026, pp 223-237, DOI: 10.3280/ess1-2026oa22547