Epistemologia postumana della pratica trasformativa

This article explores the conceptualizations of transformative learning that the posthuman feminism outlined by Braidotti (2022, 2023) and the intersectional feminism within which bell hooks’ (2004, 2010) contribution fits offer scholars and practitioners engaged in the practice of fostering its development in educational contexts. The limitations of individual theories of transformative learning are addressed (Mezirow, 1998, 2000; Cranton, 2000; Daloz, 2000; Dirx, 2006) and analyzed key social categories, such as class, race, gender and sexual orientation, age, and physical conformation, as central to understanding how to cultivate their emancipatory dimensions in educational settings and construct our white professional identities in an antiracist and feminist sense – abandoning the myth of white or Euro-American epistemology (Brookfield, 2014, 2021; Teo, 2022) of neutral and non-impositional facilitation.