Book Chapters by silvia luraschi
NEW SEEDS FOR A WORLD TO COME POLICIES, PRACTICES AND LIVES IN ADULT EDUCATION AND LEARNING 10TH ESREA TRIENNIAL CONFERENCE, 2023
This paper presents autoethnographic reflections about informal research generated with a group ... more This paper presents autoethnographic reflections about informal research generated with a group of adult participants
of Feldenkrais lessons that the author (she) has been conducting online during the coronavirus pandemic. Most of them are women
with a background in the humanities and who do, or have done, work in education. In particular, she analyses critically different
materials – text, drawing, and photograph – she received from three of them in which they describe the experience of lying down
to sense and feel better the connection between mind & body and their broader environments as a new form of ecojustice
sensitivity.
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Feminist Critique and the Museum: Educating for a Critical Conciousness, 2020
Historically, women artists have been all but invisible in museums in Portugal and around the wor... more Historically, women artists have been all but invisible in museums in Portugal and around the world. We use the motif of the ‘invisibility cloak’, that we take on loan from J.K.Rowling’s Harry Potter, to think about what has shrouded women’s creativity, artworks and stories to make it feel like they never existed, and thus are always perceived as natural outsiders in a world of men. The questions we take up in this chapter are: How widespread is this invisibility today? Is this invisibility still taken as normative in contemporary art museums? If this is still the case in contemporary art museums, what are the pedagogical implications?
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Papers by silvia luraschi
Matter, Feb 28, 2023
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Dialogues in Social Justice: An Adult Education Journal, 2024
We share our own experiences of visiting exhibitions as a practice of feminist pedagogy and how w... more We share our own experiences of visiting exhibitions as a practice of feminist pedagogy and how we used them to help master students in a residential care programme in Master in the University of Milano Bicocca to expand their thinking about the idea of care. We reflect on how the idea of taking up ‘care’ as (dis)connections to the land based on an experience of visiting First People’s House at the University of Victoria, and returns to childhood sites of memory. Using one particular art exhibition by Dineo Seshee Bopape’, who uses organic materials to explore concepts of land, memory, identity, and colonialism, we discuss how this exhibition actually enabled new thinking as witnessed in the research dairies kept by four students. Based on diary entries we developed I-poems to show how understandings of care had expanded using art and exhibitions to break boundaries of normative thinking.
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Routledge eBooks, Feb 6, 2023
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MeTis. Mondi educativi. Temi, indagini, suggestioni
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Dyskursy Młodych Andragogów / Adult Education Discourses, 2022
This article presents and analyses the use of work in promoting integration for asylum seekers an... more This article presents and analyses the use of work in promoting integration for asylum seekers and refugees in Lombardy (North of Italy). The research materials, collected from a larger research project involving asylum-seekers, refugees, professionals, and researchers, highlight how two main discourses operate in complementary fashion in integration practices based on career guidance and traineeships. Work is on the one hand a potential enabling factor that allows migrants to enter a relational space based on solidarity but, at the same time, it may represent a barrier, filtering out those who are welcome and those who are not. These two effects intersect, depending on a multiplicity of factors embedded in the institutional integration system. Narratives collected on this network will be used to explore how mechanisms of recognition and exclusion are related not only to an economic logic but to values connected to a certain kind of work culture. This is a dimension that is often neglected by social operators whose practices are continuously exposed to the risk of constructing, unconsciously, the "integrable" migrant.
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https://insted-tce.pl/ojs/index.php/tce/article/view/500/448, 2022
We are two researchers, an artist, and a social worker. The article presents two stories from an ... more We are two researchers, an artist, and a social worker. The article presents two stories from an international research project on experiential translation. Our local contribution in the project consisted of two workshops of multimodal translation (Campbell & Vidal, 2019) of a performance and two poetic texts in a public park; and a final piece of art for a collective public exhibition with all other local teams of researchers and artists. The reflections and creative response produced by two participants-a man, a writer/editor; and a woman, a writer/editor and an architect/performerparticularly struck us. The man was not used to somatic practice in groups, and the woman seemed less used to using words in writing and more used to creating things with others in a relationship. In response to our invitation they produced autobiographical texts, photos of an installation in a natural setting, and an audio of an informal conversation with one of us. We found traces in their material of transformation (Dirkx et al., 2006) in the use of creative languages as a possibility
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Feminism, Adult Education and Creative Possibility, 2022
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2022 Meeting of CASAE. Conference of the Canadian Association for the Study of Adult Education(CASAE), 2022
This paper presents a collective project with doing a ‘creative literature review’ about
relation... more This paper presents a collective project with doing a ‘creative literature review’ about
relationships, power, and care in feminist pedagogies, conducted with a feminist approach.
Feminist pedagogies are based on reciprocity, shared responsibility, community building,
individual voice, respect for diversity, and challenging fixed ways of doing or thinking (Webb,
Allen & Walker, 2002). These principles are implemented through concrete and vital
relationships involving ‘subjects of difference’ in material and symbolic spaces, where
relationships and relationality are central to knowledge production. By working together in
groups of peers, or in pairs, starting from our own experience and using cooperative and
creative methods, we can investigate the social reality and flourish as adult subjects. These
relationships are complex, never given for granted, challenging and always presenting
asymmetries - themes of power and care - due to gender, age, class, social roles, profession,
and previous learning.
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This paper explores the space of conviviality between newcomers and host communities exemplifying... more This paper explores the space of conviviality between newcomers and host communities exemplifying the author's way as a researcher to be at the same time an activist in Italy. The author investigates her position as an adult educator and researcher to focus on how the informal process of research on adult education has a 'transformative' effect at the meso (social) level dimension of interaction. Group experience is life experience and food is one of the most powerful connective tools humans have: it stimulates all of the senses, evokes deep memories and connects one with the wider system of interaction and complexity. In this meso-level dimension newcomers and native citizens interconnected their senses through sharing food. The paper includes different languages and styles: autoethnographic field notes of informal conversations between migrants and Italians involved in the research, transcriptions of dialogues and correspondence with research participants and photos ta...
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This article presents a work-related learning project in which different generations were engaged... more This article presents a work-related learning project in which different generations were engaged in research on sensobiographic memories of the territory to discover how places have changed and how to activate entrepreneurship as a precondition to action within a particular context.
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Encyclopaideia, 2017
L’articolo offre una base epistemologica e pedagogica per l’uso di oggetti nella formazione unive... more L’articolo offre una base epistemologica e pedagogica per l’uso di oggetti nella formazione universitaria, ispirandosi alla tradizione di ricerche e pratiche di apprendimento esperienziale dell’object-based learning, re-interpretata alla luce della teoria della complessita e di una pedagogia enattiva, simbolica e riflessiva. L’articolo propone un metodo di insegnamento nel quale diversi linguaggi e forme del sapere sono composti per favorire la trasformazione delle prospettive di significato degli studenti. La stessa scrittura dell’articolo ricerca la connessione tra diverse forme del sapere: la narrazione dell’esperienza accompagna e sostiene la teorizzazione, alla ricerca di un pensiero incorporato e soggettivato. I concetti teorici sono sviluppati attraverso l’analisi di un’esperienza didattica basata sull’oggetto e della rilettura riflessiva elaborata dagli studenti sui propri apprendimenti. L’esito di questo studio e l’articolazione di una teoria pratica della trasformazione, c...
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Doing Critical and Creative Research in Adult Education, 2020
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European Journal for Research on the Education and Learning of Adults
This paper covers a part of a larger qualitative and participatory study on the integration of as... more This paper covers a part of a larger qualitative and participatory study on the integration of asylum seekers and refugees hosted in the Province of Lecco, Northern Italy. Their embodied experience as newcomers and the daily relationships with space, with others, and with the public discourse is the main focus of the paper. The notion of coexistence, its struggles, constraints and possibilities, is addressed following Bateson’s work on culture contact and a systemic theoretical framework. The discourse of integration is deconstructed and challenged, re-imagining the outcome of culture contact as the unpredictable effect of complex, relational, and entangled processes of interaction. Newcomers’ movements in the physical and symbolic space are studied with aesthetic and generative methods, inspired by the spatial and sensory turns in social sciences. The methodology is multiple and layered: interviews, focus groups, narrative aesthetic workshops and sensobiographic walks are used to c...
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Qualitative research in the field of Adult Education, when following an interpretive approach (De... more Qualitative research in the field of Adult Education, when following an interpretive approach (Denzin, 2000), is a process that cannot be disconnected from the researcher and the subjects under study. In the following pages, the principle of “connectivity” (Bateson, 1972, 1979) presents itself as a path in which the lives of woman, doctoral student, educator, pedagogue and teacher of the Feldenkrais method (the multiple identities of the researcher) overlap, dialogue with each other and come into resonance and/or conflict with the participants in the inquiry – in ways that are rarely described or theorised academically (Burke, 2002, p. 4). The case study which this work was taken from is the doctoral dissertation that, in three years of field research and data analysis, has tried to understand the dis/orientation (Formenti, 2016) in existential terms and has questioned the processes of orientation and disorientation beyond the traditional research areas devoted to the theme of choos...
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European journal for Research on the Education and Learning of Adults 10 (2019) 2, S. 123-141 Pad... more European journal for Research on the Education and Learning of Adults 10 (2019) 2, S. 123-141 Padagogische Teildisziplin: Erwachsenenbildung / Weiterbildung; Frauen- und Geschlechterforschung in der Erziehungswissenschaft;
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Adult Learning in a Migration Society
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Book Chapters by silvia luraschi
of Feldenkrais lessons that the author (she) has been conducting online during the coronavirus pandemic. Most of them are women
with a background in the humanities and who do, or have done, work in education. In particular, she analyses critically different
materials – text, drawing, and photograph – she received from three of them in which they describe the experience of lying down
to sense and feel better the connection between mind & body and their broader environments as a new form of ecojustice
sensitivity.
Papers by silvia luraschi
relationships, power, and care in feminist pedagogies, conducted with a feminist approach.
Feminist pedagogies are based on reciprocity, shared responsibility, community building,
individual voice, respect for diversity, and challenging fixed ways of doing or thinking (Webb,
Allen & Walker, 2002). These principles are implemented through concrete and vital
relationships involving ‘subjects of difference’ in material and symbolic spaces, where
relationships and relationality are central to knowledge production. By working together in
groups of peers, or in pairs, starting from our own experience and using cooperative and
creative methods, we can investigate the social reality and flourish as adult subjects. These
relationships are complex, never given for granted, challenging and always presenting
asymmetries - themes of power and care - due to gender, age, class, social roles, profession,
and previous learning.
of Feldenkrais lessons that the author (she) has been conducting online during the coronavirus pandemic. Most of them are women
with a background in the humanities and who do, or have done, work in education. In particular, she analyses critically different
materials – text, drawing, and photograph – she received from three of them in which they describe the experience of lying down
to sense and feel better the connection between mind & body and their broader environments as a new form of ecojustice
sensitivity.
relationships, power, and care in feminist pedagogies, conducted with a feminist approach.
Feminist pedagogies are based on reciprocity, shared responsibility, community building,
individual voice, respect for diversity, and challenging fixed ways of doing or thinking (Webb,
Allen & Walker, 2002). These principles are implemented through concrete and vital
relationships involving ‘subjects of difference’ in material and symbolic spaces, where
relationships and relationality are central to knowledge production. By working together in
groups of peers, or in pairs, starting from our own experience and using cooperative and
creative methods, we can investigate the social reality and flourish as adult subjects. These
relationships are complex, never given for granted, challenging and always presenting
asymmetries - themes of power and care - due to gender, age, class, social roles, profession,
and previous learning.