Dwelling with ambiguity: The role of phenomenological vignettes in transformative processes of Global Citizenship Education (GCE) in non-formal contexts
DOI:
https://doi.org/10.60923/issn.1825-8670/24116Keywords:
Phenomenological Vignette, Global Citizenship Education, Transformative Education, Responsivity, Non-formal ContextsAbstract
This article offers a methodological reflection on the use of the phenomenological vignette to analyse ambiguous and dilemmatic experiences in non-formal contexts. Drawing on a corpus of ten vignettes, the analysis focuses on participants’ postures towards the ambiguity of otherness and on the emergence of transformative learning processes in Global Citizenship Education (GCE) at the moment of responding to otherness. GCE is understood as a transformative, critical, and experiential approach aimed at broadening individuals’ worldviews through the expansion of cultural and personal horizons, made possible by meaningful encounters with the world and with otherness. The contribution seeks to offer insights for the development of qualitative tools capable of capturing the complexity and density of educational experiences in non-formal contexts, highlighting the importance of a phenomenological attention to the bodily, perceptual, and aesthetic dimensions of experience.References
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