Instilling Critical Pedagogy in the Italian Language Classroom

Abstract

This article explores theoretical underpinnings for the use of critical pedagogy in the Italian language learning classroom. Its description of various components of critical theory lends a historical context for critical pedagogy, particularly in the arguments of Gramsci and the Frankfurt School, that contrast with positivist tenets. These critical elements extend to the classroom in a Freirian framework, including concepts such as banking, coding, and conscientization. Such lenses apply to the realm of foreign language teaching, particularly aspects of transformative learning. Issues surrounding materials design are also considered. Avenues and opportunities for critical thinking are explored through lesson plan ideas, as well as possible thematic unit topic suggestions in Italian courses. This paper concludes with questions for future research by language scholars in the field of education, in addition to a call to action for educators of Italian.

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

“…Instructors must submerge themselves in the world as it contemporaneously develops and advances around them and not perpetuate fossilised, hyperstereotyped constructs of cultural monoliths. 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).…”

“…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).…”

“…Although Italian-language pedagogy has the potential to disrupt normal practices (Formato, 2018(Formato, , 2020b and invoke 'a critical and self-reflective discourse for both students and teachers' (De Vincenti et al, 2007, p.67), Italian instruction often centres on proficiency. Instead, this standard practice should require critical reflection regarding Italian-language learning and pedagogy saturated with dominant assumptions and binaries (Coda, 2018).…”

Arte Povera as a Tool in Critical Italian-Language Pedagogy

“…The importance of these works and their contribution to humanity is clear. However, their presence and strong emphasis in the language-learning classroom arguably perpetuate axioms of Italian cultural void of opportunities for critical discussion about heteronormative ideas of beauty, the natural world, and traditional definitions of wealth and success (Formato, 2018). The Italian language-learning classroom thus presents a lacuna in research on strategies for language teaching or materials through a critical lens on Italy's rich cultural heritage of the arts.…”