Mapping gentle revolutions in the Pedagogy of differences: an investigation into future educators in the province of Reggio Calabria

A revolt is underway against certain tenets of bad education. This revolt is primarily unfolding today through the remediation of social networks and, generally, all means of communication. It’s a growing revolt that’s making space in frames previously inoculated with a certain toxic masculinity. This revolt is sung in Figlia d’a tempesta (Daughter of the Storm), a song by La Niña, the stage name of singersongwriter Carola Moccia. Right from the evocative choice of her mother tongue, Neapolitan, she aims to dismantle every biopolitics of male control to sing the power of the female, who can be both storm and lullaby, enchanting formula and subversive force. It becomes interesting to understand how this revolution can transition from the immediacy of the text to an institution of education and transformation within university classrooms. This contribution aims to investigate what representations students of the Degree Course in Educational Sciences (L-19) at the Mediterranea University of Reggio Calabria experience, and what attitudes, from an informal-immediate perspective, they reproduce or see reproduced in their internship experiences. It also seeks to understand what actions they take, as educators in training, stemming from personal sensitivities or the internalization of academic teachings. The research tool is a semi-structured questionnaire which, analyzed by lemma occurrences and with a phenomenological method, will provide a mapping of educational acts in the territory, still marked by strong masculine colonialisms, and a measure of pedagogical innovation of gender. Another objective of the research is the study of the didactics of educational and formative processes in the territory through the narratives of educators in training. This aims to understand how transformations in parenting, up to sharenting, and cultural conditioning represent, and to what extent, speculative dynamics for contemporary pedagogical emergencies.