The transformative dance of the crisis to resignify social educational work: auto-ethnographical reflections on a cooperative enquiry in Northern Italy during the COVID-19 pandemic
DOI:
https://doi.org/10.3384/rela.2000-7426.4197Keywords:
Bodily dinamism, cooperative enquiry, COVID-19, crisis, social work, systemic reflexivityAbstract
This contribution proposes an autoethnographic reflection on a cooperative enquiry involving social workers, volunteers and family members of people with intellectual disabilities in Northern Italy. The author, a social worker and doctoral student, recognises the complexity of her own positioning and reflects on the educational work that takes place in the social sphere, on the risks connected to a technocratic logic and on critical, and transformative possibilities offered by the crisis. The author proposes a systemic reflexivity that challenges the dominant discourses, connects the micro, meso and macro levels and promotes different ways of knowing. The dynamism of the body, linked to the author's experience in the field of contemporary dance, becomes a symbolic way to decolonise the posture of social workers and open it up to the transformative potential of a sensitive, conscious and incorporated social educational work.
Metrics
References
Adams, T. E., Holman Jones, S., & Ellis, C. (2015). Autoethnography. Understanding qualitative
research. Oxford University Press.
Alhadeff-Jones, M. (2010). Challenging the limits of critique in education through Morin’s paradigm of
complexity. Studies in Philosophy and Education, 29, 477-490. DOI: 10.1007/s11217-010-9193-8
Alhadeff-Jones, M. (2021). Learning from the whirlpools of existence: crises and transformative
processes as complex and rhythmic phenomena. European Journal for Research on the Education
and Learning of Adults, 12(3), 311-326. http://doi.org/10.3384/rela.2000-7426.3914
Bandura, A. (1997). Self-Efficacy: the Exercise of Control. Worth Publications.
Bateson, G. (1972). Steps to an ecology of mind. University of Chicago Press.
Bateson, G. (1979). Mind and nature: a necessary unity. E. P. Dutton.
Bateson, M.C. (1991). Our Own Metaphor: A Personal Account of a Conference on the Effects of
Conscious Purpose on Human Adaptation. Smithsonian Ist. Press.
Bella A., Galimberti A., Serrelli, E., & Vitale, A. (2014). Gregory Bateson ha ancora qualcosa da
insegnare? Paradigmi, 2, 155-181. http://dx.doi.org/10.3280%2FPARA2014-002009
Berzacola, L., Galante, D. (2014). Leggere le criticità del fare cooperazione. In G. Girelli (Eds.),
Cooperare è un’impresa – promuovere cultura cooperativa per creare sviluppo e innovazione (pp.
-24). Milano: Franco Angeli.
Butler, J. (2004). Precarious Life: The Power of Mourning And Violence. Verso Books.
Cavarero, A. (2013). Inclinazioni. Critica alla rettitudine. Milano: Raffaello Cortina Editore.
Crittenden, V., & Woodside, A.G. (2007). Building skills in thinking: toward a pedagogy in
metathinking. Journal of Education and Business, 83(1), 37-44. DOI: 10.3200/JOEB.83.1.37-44
Cuppari, A. (2021a). Interagire con i discorsi di sviluppo di un territorio: una ricerca sugli effetti della
crisi da COVID-19 in un sistema di servizi socioeducativi in Lombardia. Formazione &
Insegnamento, XIX(2), 40-49. DOI: 10.7346/-fei-XIX-02-21_04
Cuppari, A. (2021b). Attraverso la crisi: progettare contesti di apprendimento e trasformazione a partire
da pratiche professionali di resilienza, Lifelong Lifewide Learning, 17(38), 206-219.
http://dx.doi.org/10.19241%2Flll.v17i38.573
Cuppari, A. (2021c). Autobiographical memories as islands of certainty in an ocean of complexity: a
cooperative enquiry on the effects of the COVID-19 emergency on some disability services in
Northern Italy. INSTED: Interdisciplinary Studies in Education & Society, 23(90), 89-104.
https://doi.org/10.34862/tce/2021/09/01/47h7-st18
Cuppari, A. (2022a). Oltre la resilienza nel lavoro sociale: pratiche, apprendimenti e trasformazioni a
partire dall’esperienza della crisi. Epale Journal, 10, (in press).
Cuppari, A. (2022b) Oltre la prestazione: risignificare l’azione educativa e sociale degli operatori sociali
in un progetto di Dopo di Noi alla luce della pedagogia freiriana, Speciale MeTis ‘Que Viva
Freire’, (in press).
Davis, K. (2008). Intersectionality as buzzword: a sociology of science perspective on what makes a
feminist theory successful. Feminist Theory, 9(1), 67-85. DOI: 10.1177/1464700108086364
D’Cruz, H., Gillingham, P., & Melendez, S. (2007). Reflexivity, its meanings and relevance for social
work: a critical review of the literature. British Journal of Social Work, 37, 73-90. DOI:
1093/bjsw/bc1001
Fisher-Borne M., Montana Cain, J., & Martin, S.L. (2015). From mastery to accountability: cultural
humility as an alternative to cultural competence. Social Work Education, 34(2), 165-181. DOI:
1080/02615479.2014.977244
Fook, J. (1999). Critical reflectivity in education and practice. In B. Pease, & J. Fook (Eds.),
Transforming social work practice: postmodern critical perspectives (pp. 195-208). St. Leonards,
Australia, Allen and Unwin.
Formenti, L. (2017). Formazione e trasformazione – Un modello complesso. Milano: Raffaello Cortina
Editore.
Formenti, L. (2018). L’arte di contestualizzare nella consulenza ai sistemi umani. Riflessioni Sistemiche,
, 29-41.
Formenti, L., Rigamonti, A. (2020). Systemic reflexivity in residential child care: a pedagogical frame to
empower professional competence. International Journal of Child, Youth and Family Studies,
(4.2), 115–139. DOI: 10.18357/ijcyfs114.2202019991
Foucault, M. (1975). Surveiller et punir. Naissance de la prison. Editions Gallimard.
Freire, P. (1972). Pedagogy of the oppressed. London: Penguin.
Frost, R., & Lathem, E.C. (1969). The poetry of Robert Frost. Holt, Rinehart & Winston.
Gamelli, I. (2011). Pedagogia del corpo. Milano: Raffaello Cortina Editore.
Heron, J. (1996). Co-operative inquiry: research into the human condition. SAGE Publications.
Heron, J., & Reason, P. (2001). The practice of co-operative inquiry: research with rather than on people.
In P. Reason, & H. Bradbury (Eds.), Handbook of action research – first edition (pp. 179-188).
SAGE Publications.
Honneth, A. (1996). The struggle of recognition: the moral grammar of social conflicts. Mit Press.
Ingold, T. (2015). The life of lines. Routledge.
Jude, J. (2018). The practice of systemic reflexivity. Journal of Social Work Practice, 32(1), 45-57. DOI:
1080/02650533.2017.1291499
Latouche, S. (2003). Décoloniser l'imaginaire. La Pensée créative contre l'économie de l'absurde.
Parangon Ed.
Le Breton, D. (2006). La saveur du monde: une anthropologie des sens. Editions Métailié.
McGhee, G., Marland, G.R., & Atkinson, J. (2007). Grounded theory research: literature reviewing and
reflexivity. Journal of advanced nursing, 60(3), 334-342. DOI: 10.1111/j.1365-2648.2007.04436.x
Merrill, B., & West, L. (2009). Using biographical methods in social research. London: Sage
Publications, Inc.
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Morin, E. (2016). Pour une crisologie. Editions de L’Herne.
Morin, E. (2017). La sfida della complessità. Firenze: Editoriale Le Lettere.
Parton, N., & O’Byrne, P. (2000). Constructive social work: towards a new practice. Basingstoke,
MacMillan.
Reason, P. (Ed.). (1988). Human inquiry in action: developments in new paradigm research. London:
Sage Publications, Inc.
Regione Lombardia. (2021). D.G.R. 5320. Allegato 2.
https://areadocumentale.servizirl.it/atti/download/AAAAYO2B4PnhB6NJ/XVXJI0wE16i56FLHU
GAwij0FEXkJW8CBmBDuLC8tRDqL9e/y1lb4qhbM0mg18yilPsPHt32ED96f7/tf7NeGTQcUDa
NHwBUJCweiUX0WdFM3nWuFxYmPwAAAICk84cMH5XJr0Pl3mdpuuFu/Bzu4Vm62Cyo0B
DdHoHXgHkYLoSpZnPmeBzfUwzXPlon8T8+EspepFgtg9Jlu8MCJFSHLPlJk04zFYvaTu98fC6
XE7A0TkAk0T1gJZwNm2gAytkoknhVVp/F+04nWpwMipilIkEtns1zNxU+oUPodAAAAAjZEU
VOxt5Dvg==
Rossi, G. (2021). Il senso del tempo nello spazio. https://www.sostapalmizi.it/appuntamento/laboratoriodanza-
giorgio-rossi-il-senso-del-tempo-nello-spazio-milano/
Roux-Dufort, C. (2000). La gestion de crise. Un enjeu stratégique pour les organisations. Paris:
DeBoeck.
Wenger, E. (1998). Communities of practice: learning, meaning, and identities. Cambridge University
Press.
Von Foester, H. (1982). Observing Systems. Intersystems Publications.
Von Foester, H. (2003). Understanding Uìunderstanding: essays on cybernetics and cognition. New
York: Springer-Verlag Inc.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Antonella Cuppari
This work is licensed under a Creative Commons Attribution 4.0 International License.
As RELA is an open access journal, this means that anyone who can access the Internet can freely download and read the journal. There are no commercial interests for Linköping University Electronic Press or the European Society for Research on the Education of Adults (ESREA) in publishing the journal. There are no charges for publishing authors.
The core idea of open access is that copyright remains with the author(s). However, we publish with the agreement of the author that if she or he decides later to publish the article elsewhere, that the publisher will be notified, prior to any acceptance, that the article has already been published by RELA.
When publishing with RELA, it is with the agreement of the author that if they make their article available elsewhere on the internet (for example, on their own website or an institutional website), that they will do so by making a link to the article as published in RELA using the Digital Object Identifier (DOI) number of the article and acknowledge in the text of the site that the article has been previously published in RELA.
