Borders/relationships inside CPIAs. Transformative perspectives for adult education in an intercultural framework.

Abstract

Provincial Centers for Adult Education (CPIAs) appear as potential contexts for renewing approaches and practices in adult education sector in response to the challenges of the increasingly multicultural contemporary world. In particular, the hypothesis is that CPIAs can be considered “border” schools, in the sense of borderlands, thus areas not so much of separation as of encounter. It is precisely from these borders/relationships that it seems possible to grasp transformative potential both in the perspective of improving the inclusion of students with migratory background and in the more general perspective of revitalizing adult education. The article will reflect on these aspects starting from the insights from a qualitative research based on a case study in a CPIA in the Milan hinterland that gave voice to its teachers and students with migratory background.