AN EMBODIED APPROACH TO INCLUSION AND EDUCATION: EXAMPLES FROM SCHOOL, HEALTHCARE, AND SPORT

Monica Simone, Vittoria Colla, Nicola Nasi, Federica Ranzani

Abstract


In this article, the analytical instruments of ethnography and Conversation Analysis are used to investigate social inclusion and education in three different domains: school, healthcare, and sport. The article proposes an embodied and situated approach that sees inclusion and education as co-accomplished, deeply interrelated processes taking place in interactions. Drawing on careful analysis of selected audio-video material, the article illustrates how, in the three settings under investigation, verbal, embodied, and material resources are assembled and coordinated to enable participants with limited expertise (i.e., limited skills in Italian) or impairment (i.e., visual impairment) to act meaningfully and competently in concert with others. By reconstructing the endogenous practices through which participants achieve inclusion and educate each other in three crucial domains of social life such as schooling, health care, and sports, the article suggests that the micro-ethnographic conversation-analytical approach can enable a better understanding of the dynamics of inclusion and education in our society.

Parole chiave


Embodiment, Ethnography, Conversation Analysis, Social Inclusion, Education,

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DOI: https://doi.org/10.32043/gsd.v6i4.668

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