Arte Povera as a Tool in Critical Italian-Language Pedagogy

Abstract

Visual arts are culturally and historically significant to Italy and a reason why many people study the Italian language. This significance is visible in Italian-language classes, from mentions of high art in beginner-level textbooks to entire courses taught in advanced-level Italian devoted to these arts and their respective movements. The importance of these works to art history and to humanity at large cannot be denied relative to learning about Italian culture in the classroom. However, as presented in this literature review, it may be useful to reevaluate how these more traditional teaching subjects can be considered neutral, with a heavy emphasis on instruction as well as a subconscious perpetuation of racist, sexist, and capitalist ideals. By instead drawing upon the contemporary Italian Arte Povera movement a tool of critical pedagogy from beginner to advanced Italian-language courses, Italian art culture and language can be taught by using a more political, multidimensional approach focused on the learners’ contexts and histories. Thus, students may better understand themselves through Italian language and foster critical thinking, in addition to ultimately acquiring the language.

The Shift to a Queer Pedagogy in the Italian-Language Classroom

“…Otherwise, queer learners may believe they are acquiring a language from places where they and related ideas are not welcome. Therein lies a hidden curriculum of conformity in Italian classes (Formato, 2018(Formato, , 2020a. Learners who do not match the textbook-displayed identity choices may face problems in their efforts to acquire the language or become effective Italian-language speakers.…”

“…They also must acknowledge their position as advisors, redefining experiences determined by requirements for social justice and equity to characterise truth for Italian-language learners (Formato, 2018). To overlook these constraints suggests that instructors will become archaic, unsuccessful, detrimental and socially discriminate (Formato, 2020a). None of these are adequate results for those who are genuinely dedicated to the vocation.…”

“…Nature and logic must be reiterated within a society if its hegemony is to be maintained. Intrinsic in what the culture encourages, this narrative is perpetuated in all aspects of society, including the Italian-language classroom (Formato, 2018(Formato, , 2020a. Italian instructors are assumed to either maintain the status quo or to define what is categorised as 'normal' in their teaching spaces and, thus, in greater society.…”

“…Italian instructors must become conscious of differing identities and critique the field's accepted knowledge. Matters of race, ethnicity, class and, in this case, sexuality (Pennycook, 2001) within the scope of Italian culture (Formato, 2018(Formato, , 2020a) must be managed progressively because language plays a role in forming, preserving and shifting conventions. This can be observed in Italian, where the grammar reflects traditional gender inequalities in power (Tosi, 2001).…”