Titolo Rivista EDUCATIONAL REFLECTIVE PRACTICES
Autori/Curatori Claudio Melacarne
Anno di pubblicazione 2025 Fascicolo 2025/1 Special Issue
Lingua Inglese Numero pagine 22 P. 133-154 Dimensione file 0 KB
DOI 10.3280/erpoa1SI-2025oa21036
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What drives this article is a genuine and profound desire to understand how the post-critical perspective can offer readings that are more capable of grasping, understanding, and carefully treating the delicate phenomena of ‘radicalization’. This desire arises, as often happens, from a doubt. The doubt is whether the ‘critical’ dimension does not chain us within a dialectical reading without offering pedagogical escape routes, does not allow us to imagine practices for preventing radicalization phenomena that in turn configure themselves as polarizing, radical, and non-dialogical experiences.
In this article, the first move to understand the contribution of the postcritical perspective will be to start precisely from the critical perspective used as a reference framework within a field research experience. The final movement will be to understand more deeply whether we truly need a ‘post’ point of view, but especially whether and how this can offer a different reading of what prevention of violent radicalism phenomena is and how it can be rethought.
Parole chiave:emancipation;post-critical pedagogy;radicalization
Claudio Melacarne, The contribution of post-critical pedagogy in radicalization studies in "EDUCATIONAL REFLECTIVE PRACTICES" 1 Special Issue/2025, pp 133-154, DOI: 10.3280/erpoa1SI-2025oa21036