The Co-thinking and co-building sustainable and inclusive epistemologies to overcome environmental crises and edu-cational inequalities
Parole chiave:
Sustainability; Co-disciplinarity; Teacher trainingAbstract
Based on an analysis of ISTAT and Censis data and the latest international research on the youth life cycle, this contribution critically reflects on the forms of multiple deprivation still affecting the younger generations today, highlighting the fragility of education systems and the delay in public policies in adopting a systemic-ecological approach. Starting from the concept of co-disciplinarity (Blanchard-Laville, 2000), an epistemological paradigm based on the co-construction of knowledge is proposed, in which pedagogy is configured as a science of hope and emancipation (Sirignano, 2019). The ecological crisis, understood as a structural mechanism that intersects educational, economic and cultural inequalities, requires an ethical redefinition of the educational function, oriented towards environmental and educational justice (Nussbaum, 2011). Education for sustainability thus takes on a transformative, dialogical and embodied value (Morin, 2001), in which the learner becomes an interdependent and responsible subject. The training proposal presented, intended for secondary school teachers, integrates autobiographical and digital methodologies — from eco-pedagogical digital storytelling to place-based curricula — to promote agency, ecological citizenship and critical awareness. In this perspective, the teacher acts as an ecological mediator and promoter of meaning, while teaching reaffirms its poietic and transformative role in the service of a humanity capable of inhabiting the world with care and responsibility.
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Copyright (c) 2025 Alessandro Barca, Francesco Paolo Romeo
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