Vol. 7 No. 1 (2020)
Articles

The wounded school. Framing race pedagogies through INDIRE digital collections

Pamela Giorgi
INDIRE, National Institute for Documentation, Innovation and Educational Research
Elena Mazzini
Università of Florence
Patrizia Garista
INDIRE, National Institute for Documentation, Innovation and Educational Research
Published July 9, 2020
Keywords
  • Heritage education,
  • memories,
  • digitalization of sources,
  • racist laws,
  • transformation
How to Cite
Giorgi, P., Mazzini, E., & Garista, P. (2020). The wounded school. Framing race pedagogies through INDIRE digital collections. Rivista Di Storia dell’Educazione, 7(1), 115-127. https://doi.org/10.36253/rse-9398

Abstract

Contemporary challenges in school and society, against any form of racism, refer to the urgency and the pedagogical potential of “memories” as a cultural heritage and as an “educational experience” to be exposed as educators and to which the school itself should be exposed. Moving up from the Indire Archive studies on racial laws, the present proposal intends to investigate the relationship between school and fascism from a perspective that aims to grasp the elements of resistance and metamorphosis, by tracing the possible didactic implications of a digitized historical heritage. Nevertheless, the scarring of racial laws becomes an opportunity for reflection and transformation, where the archive offers itself as a chance to build narratives-bridge with the future. The sources, which the contribution proposes as a documentary apparatus, come from the Indire historical archive, from which the project documented by an exhibition with materials dating back to the National Educational Exhibition of 1925 was developed. The systematic analysis of school materials is presented here following the results of cataloging, returning markedly ideological elaborations in languages, as then reflected in the contents, of a pedagogy gradually eroded in its role of development in favor of indoctrination.