The paper reconsiders social inquiry from the perspective of educational theory; as a form of educational research that draws on a decolonial perspective in order to question knowledge hierarchies and established categories. Action research and co-research are interpreted as coherent developments of this approach; confirming the ongoing relevance of social inquiry for social transformation and public engagement
Ferrero, V. (2026). Disimparare per conoscere e trasformare: l’inchiesta sociale tra pedagogia e decolonialità. EDUCAZIONE APERTA, 10(20), 172-192 [10.5281/zenodo.21679864].
Disimparare per conoscere e trasformare: l’inchiesta sociale tra pedagogia e decolonialità
Ferrero, V
2026
Abstract
The paper reconsiders social inquiry from the perspective of educational theory; as a form of educational research that draws on a decolonial perspective in order to question knowledge hierarchies and established categories. Action research and co-research are interpreted as coherent developments of this approach; confirming the ongoing relevance of social inquiry for social transformation and public engagement
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