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Questions of (Mis)Recognition in the Relationship Between Italian Teachers and Asylum-Seeker Students

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Oshodi D. P.
Teraźniejszość – Człowiek – Edukacja
|
2021
|
vol. 23
|
issue 1(89)
81-97
EN
The potential of the classroom as a place for the development of a more positive sense of self by asylum seekers has received scant attention in the literature. This paper explores this potential using Honneth’s theory of recognition. By employing narrative inquiry, the data shows clues of recognition in the interviewed teachers’ perceptions and values, relationships with learners, and teachers’ understanding and concern for learners.
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