Per un’educazione meridiana: sguardi da Sud

In this contribution, we embark on a twofold exploration. First, we elucidate how the process of constructing the Italian school field has been characterized by the North-South divide, and we deconstruct the Southern question as a framework that objectivized and sub- jectivised the South. Secondly, we describe how a reading of the Souths through the lens of deficit has been rearticulated within a global framework shaped by the neoliberal paradigm and by the introduction of instrument of standardization of the educational field. Finally, we propose a significant epistemological shift by advocating for an open dialogue with the decolonial perspective. This approach serves a dual purpose: to make visible how dominant epistemologies produce specific knowledge on education as non-existent, and to give voice to emerging forms of anti-hegemonic experiences and educational counter-narratives.