Article Sidebar

Submitted
August 12, 2022
Accepted
November 24, 2022
Published
December 30, 2022
Download
PDF
Statistic
Read Counter : 84 Download : 72

Main Article Content

Abstract

Presently, the Italian school system is in the midst of a profound crisis. The aim of this article is to attempt to find a solution to some of the problems with the aid of Lorenzo Milani’s ideas. The scientific pedagogic method used is based on the analysis of all Milani’s publications, which were recently peer-reviewed. Contrary to other published studies, this article will focus on the link between the Italian school system and Milani’s analysis of society, drawing attention to the responsibility of the teachers who are, in fact, the instruments by which society has perpetuated the existing oppressive system. According to Milani, the school’s role should consist of giving the students all the necessary instruments to become an integral part of a democratic society. Thanks to Milani’s analysis of society and the school system, it would be possible to offer a solution to the crisis from its “core” origin. In other words, beginning with the responsibility of the teachers, the only ones capable of changing the status quo.

Keywords

Lorenzo Milani cultural capital school social discrimination Lorenzo Milani cultural capital school social discrimination

Article Details

License
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

TCE (INSTED) is an open access journal, which means that access to the full texts is free of charge. People using the journal may download publications, copy and print them, as well as post on their websites links to the full texts of the journal's publications. Texts can be used as long as readers do not exceed the licenses. Authors submitting manuscripts for publication obtain copyrights. Unless otherwise specified, published texts are available under the Creative Commons Attribution - Share Alike 4.0 International license.

How to Cite
Lo Monte, T. (2022). Lorenzo Milani’s Thought and the Present Italian School Crisis. INSTED: Interdisciplinary Studies in Education & Society, 24(2(92), 51–69. https://doi.org/10.34862/tce/2022/12/21/tdt2-zd25
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Benvenuto, G. (2021). Pierino e Gianni: tra vecchie e nuove disuguaglianze [Pierino and Gianni: between old and new inequalities]. In E. Lastrucci & R. Digilio, Don Milani e noi. L’eredità e le sfide d’oggi (pp. 249-268). Armando Editore.
  2. Corradi, A. (2012). Non so se don Lorenzo. Feltrinelli.
  3. Cristofanelli, P. (2018). Il maestro scomodo. Attualità di don Lorenzo Milani. Edizioni Dheoniane Bologna.
  4. Freire, P. (1971). La pedagogia degli oppressi [Pedagogy of the oppressed]. Mondadori. (Original work published 1970)
  5. Freire, P. (1973). L’educazione come pratica della libertà [Education as the practice of freedom]. Mondadori. (Original work published 1967)
  6. Freire, P. (1974). Teoria e pratica della liberazione [Theory and practice of freedom] (F. Molina, Trans.). AVE. (Original work published 1972)
  7. Giroux, H. A. (2014). Quando le scuole diventano zone morte dell’immaginazione: un manifesto della Critical Pedagogy [When schools become dead zones of the imagination: A critical pedagogy manifesto]. Formazione & Insegnamento, 12(4), 39-51. https://issuu.com/pensamultimedia/docs/form_e_ins_4-14
  8. ISTAT. (2017). Studenti e scuole dell’istruzione primaria e secondaria in Italia. Differenze strutturali tra scuole statali e paritarie [Students and schools in primary and secondary education in Italy. Structural differences between state and parochial schools]. https://www.istat.it/it/archivio/199182
  9. Landi, P. (2021). Don Milani tra passato e futuro. In E. Lastrucci & R. Digilio, Don Milani e noi. L’eredità e le sfide d’oggi (pp. 347-357). Armando Editore.
  10. Lucisano, P. (2021). I numeri di don Milani [Don Milani's Issues]. In E. Lastrucci & R. Digilio, Don Milani e noi. L’eredità e le sfide d’oggi (pp. 225-248). Armando Editore.
  11. Mayo, P. (2011). I contributi di don Lorenzo Milani e Paulo Freire per una pedagogia critica [The contributions of Don Lorenzo Milani and Paulo Freire to a critical pedagogy]. In R. Sani & D. Simeone (Eds.), Don Lorenzo Milani e la scuola della parola. Analisi storia e prospettive pedagogiche (pp. 247-267). EUM Edizioni.
  12. Milani, L. (2017a). Tutte le opere (Vol. 1). Mondadori.
  13. Milani, L. (2017b). Tutte le opere (Vol. 2). Mondadori.
  14. Papastephanou, M. (2014). On education, negotiation and peace. In C. Borg & M. Grech (Eds.), Lorenzo Milani’s culture of peace (pp. 97-110). Palgrave Macmillan.
  15. Salomon, A. M. (2011). In difesa della pedagogia. Attualità di Don Milani [In defence of education. The actuality of Don Milani]. In D. De Salvo (Ed.), L’eredità pedagogica di don Milani (pp. 37-41) [Special issue]. Quaderni di Intercultura, 3.
  16. Santerini, M. (2021). L’eredità di Don Milani [The legacy of Don Milani]. In E. Lastrucci & R. Digilio, Don Milani e noi. L’eredità e le sfide d’oggi (pp. 201-215). Armando Editore.
  17. Vygotsky, L. S. (1990). Pensiero e linguaggio [Thought and Language] (L. Mecacci, Trans.). Editori Laterza. (Original work published 1934)