Auto-riflessività e competenze interculturali. Una riflessione metodologica sull’uso delle pratiche narrative collettive con gli insegnanti

Interculturalism in schools is of fundamental importance for ensuring educational environments that are inclusive and respectful of diversity. Research shows that self-reflectivity is crucial for the development of intercultural competencies among teachers. It enhances awareness of one's own cultural and personal background and helps in understanding how these elements influence the attribution of meaning and daily interactions with children, parents, and colleagues. Referring to the collective narrative practices promoted by the Dulwich Center in Adelaide, this contribution explores the application of the School of Life as an innovative method to foster self-reflectivity within the intercultural educational context. This study involved 20 teachers and educators from the 0-6 services of the Municipality of Genoa (Italy), who, as part of a research and training program on interculturalism, were invited to deeply reflect on their personal stories, cultural roots, values, and aspirations. Through this process, the participants gained insight into how their cultural background affects their perception and management of diversity, enriching their understanding of classroom dynamics and relationships with parents. This contribution highlights how adopting collective narrative practices in intercultural training enhances self-reflectivity, increases teachers' awareness of their cultural background and its pedagogical implications, and promotes the creation of more inclusive and respectful educational environments.