Per una pedagogia perturbabile. Un approccio critico alla povertà educativa | For a perturbable pedagogy. A critical approach to educational poverty

Multidimensional poverty, including educational poverty, has fully entered into the collective discourse promoted by educational policies, school system, no profit organisations and university. This widespread diffusion has influenced the epistemology of poverty, but a non-shared definition and an open debate on measurement remain. Furthermore, the concept implies benefits and potentials, but also risks and limits.
The paper provides an integration to the concept, presenting examples taken from a field research focused on municipal ECE services (0-3 years children) in Sicily. Through a critical approach to poverty, the exploration of micro-contexts defined as "educationally poor" and the analysis of counter-narratives, many transformative processes emerge: they concern the families and communities that live in the neighbourhood where ECE services are open and functioning - inexistent or closed; educational practitioners working in educational services; the political and institutional actors who influence, with choices and visions, not only the provision to public services, but also the pedagogical identity of educational services; finally, the researcher herself, who adopts a critical approach and a committed scientific research practice.