Panel H.06 — Gender, interculture, educational perspectives. Analysis and contrast of gender and ethnic-based violence dynamics

Convenors Carla Roverselli (Università di Roma Tor Vergata, Italy); Stefania Lorenzini (Università di Bologna, Italy)

Keywords Gender, ethnicity, discrimination, gender education, intercultural education.


This panel intends to place itself at the intersection of the following macro-themes: ‘gender inequality and sexist education’ and ‘intercultural education and non-racism’.

The topic of gender-based violence is trans-historical and trans-cultural: it affects everyone and is very relevant today. Gender inequality is more readily present in contexts where social justice is absent, where the relationship of subalternity has been internalized, where the stimulus to develop theories of social transformation is absent, but it can certainly present itself, more or less explicitly, even in democratic contexts that aspire in principles to equity, even between genders. Similarly, inequalities and discrimination on the basis of ethnicity and in particular, towards dark skin colour still present themselves as a significant critical issue of social coexistence. The intersectional perspective, which we intend to promote here, suggests reading the dynamics of marginality and exclusion in the light of the recursive relations between different oppressions, of gender, ethnicity, and social class of belonging, providing visibility to subterranean distortions that are agents even in progressive contexts.

This Panel intends to focus on the contexts of extracurricular, non-formal and informal education, and therefore on family life, religious contexts and territorial educational services, to a target of adults and young adults, and through the presentation of research results carried out in Italy and abroad, it aims at 1) highlighting the different forms of the manifestation of violence with respect to gender and sexual orientations in the specific contexts of extracurricular, informal and non-formal education 2) to analyse if and how heterogeneous actors in the field of extracurricular, informal and non-formal education, can be personally affected, as women/men/other, by forms of symbolic and non-symbolic violence in relation to particular types of users; 3) to highlight if and how heterogeneous actors in the field of extracurricular, informal and non-formal education, can in the performance of their role, break or (re)produce dynamics of symbolic and non-symbolic violence with respect to gender and sexual orientation.

For each of these thematic areas, contributions will be appreciated in which the analysis of the intersection with different socio-cultural or religious affiliations and characteristics such as skin colour is added.

At the same time, an attempt will be made to explore practices, policies and strategies to promote active and responsible citizenship within a non-sexist and non-racist democratic society. It is proposed to start from experience and research data to develop theories and social transformation.

Studies on male/ female writers who have carried out anti-racist and feminist struggles, elaborating an alternative pedagogy capable of restoring knowledge to its transformative value, are also welcome.

It is requested to focus on the extra-curricular sphere, family environments, religious contexts, recreational and/or sporting contexts, reception communities for minors or adults (including unaccompanied foreign minors, women victims of trafficking, applicants for international protection), second generations, and the migrant population present in our territory in order to investigate the multiple facets of violence and its reproduction.


Guidelines and abstracts submission