L’intersezionalità nella ricerca educativa in Italia
una revisione sistematica della letteratura
DOI:
https://doi.org/10.60923/issn.1825-8670/24508Parole chiave:
Intersectionality, Diversity, Educational research, Italy, Systematic literature reviewAbstract
L’intersezionalità, concepita come paradigma teorico critico e approccio metodologico per rivelare ingiustizie e disuguaglianze sistemiche, consente l’analisi delle interdipendenze e delle dinamiche di potere nelle relazioni e nei processi nei contesti educativi. Essa apre una prospettiva trasformativa che evidenzia differenze e forme di appartenenza all’interno degli ambienti educativi. La comunità accademica internazionale richiama sempre più all’adozione di approcci intersezionali per informare sia la ricerca educativa sia le politiche in ambito educativo, pur rilevando contestualmente una marcata scarsità di studi empirici nei contesti pedagogici. Sullo sfondo di questo scenario, il presente studio esplora come l’intersezionalità sia stata recepita nel dibattito educativo italiano. È stata condotta una ricerca sistematica su 36 riviste pedagogiche appartenenti alla Classe A (ANVUR, 11/D1), identificando sei contributi pertinenti pubblicati tra il 2020 e il 2025. I risultati mostrano che l’intersezionalità viene principalmente utilizzata come lente teorica per leggere le differenze e i processi educativi. Lo studio mira a contribuire a fare luce sullo stato dell’arte sull’intersezionalità nel contesto nazionale e sulle possibili implicazioni per la ricerca e la pratica educativa.Riferimenti bibliografici
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Copyright (c) 2026 Barbara Gross, Giulia Filippi
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