Positive making of difference. Situated practices and everyday learning

Abstract

The article examines the connection between educational processes and the challenging debates surrounding the conceptualization of difference. We want to adopt a perspective in line with the scholars who are working to identify alternatives to the sedimented cognitive process that associates the concept of difference with a binary logic of inferiorization and exclusion. These positions focus on performative, material, and situated epistemologies of differences, with the potential to open up frontier spaces where we can approach their positive construction. The hypothesis we support sees theorizations on practices and situated learning as perspectives that can bring educational research closer to such conceptual architectures.