Civico Zero between art and interculturalism: a path to emancipation through the staging of space
DOI:
https://doi.org/10.6092/issn.2420-8175/22136Keywords:
intercultural education, participatory art, unaccompanied foreign minors, educational space, aesthetic empathyAbstract
This article presents a case study on the Civico Zero, a non-profit organization, a day centre for unaccompanied foreign minors (MSNA) located in the San Lorenzo district in Rome. The article focuses on the design of the space, which was co-designed with the young people who attend the centre, taking into account their needs and the desire to make them feel like protagonists in an educational journey. Through the analysis of theoretical frameworks and the testimonies of experts involved in the design of the workshops and in working with the young people, it explores how participatory artistic practices and the co-design of spaces promote empowerment, a sense of belonging, and the symbolic reworking of migratory experiences. The study highlights the pedagogical significance of expressive workshops as embodied, relational, and transformative environments capable of connecting imagination, affectivity, and intercultural learning.
References
Audino F. (2016), L’arte per l’educazione interculturale a scuola, Trento, Erickson.
Audino F. (2019), Arte e apprendimento: uno studio in profondità del potenziale educativo dell’arte. In «Educazione interculturale», Vol. 17, n. 2, pp. 147-163. https://doi.org/10.14605/EI1721909.
Audino F. (2020a), Art as an intervention strategy with unaccompanied minors. In A. Traverso (a cura di), Childhoods on the move. Twelve researches on unaccompanied minors in Italy, Genova, GUP Genova University Press, pp. 150-158.
Audino F. (2020b), Educare con arte. Per una dimensione integrata dell’essere umano. In D. Licata, V. Ongini e L. Stillo (a cura di), La scuola racconta le migrazioni. Costruttori di Ponti 5, Todi (PG), Tau Editrice, pp. 25-30.
Bauman Z. (2000), Liquid modernity, Cambridge, Polity Press.
Calvino I. (1988), Lezioni americane. Sei proposte per il prossimo millennio, Milano, Garzanti.
Carnevali C. e Ravaioli L. (a cura di) (2023), Adolescenti e migranti. Forme visibili e invisibili della soggettività e della relazione attraverso la narrazione, il disegno e la voce, Milano, FrancoAngeli.
Damasio A. (2003), Alla ricerca di Spinoza. Emozione, sentimenti e cervello, Milano, Adelphi.
Dewey J. (1966), Arte come esperienza, trad. it. di A. Santucci, Firenze, La Nuova Italia, 1934.
Dissanayake E. (1992), Homo aestheticus. Where art comes from and why, New York, Free Press, p. 43.
Gardner H. (1995), Educazione e sviluppo della mente. Intelligenze multiple e apprendimento, Trento, Erickson.
Oepen R. e Gruber H. (2023), Art-based interventions and art therapy to promote health of migrant populations: A systematic literature review. In «International Journal of Environmental Research and Public Health», Vol. 20, n. 6, 4698. https://doi.org/10.3390/ijerph20064698.
Guilford J.P. (1967), The nature of human intelligence, New York, McGraw-Hill.
Kalaf L. e Plante P. (2019), The lived experience of young Syrian refugees with an expressive arts workshop about resilience. In «Arts in Psychotherapy», Vol. 65, 101589. https://doi.org/10.1016/j.aip.2019.101589.
Khayat Z. e Lovell A. (2018), Art therapy with refugee children: A qualitative study explored through the lens of art therapists and their experiences, Tesi di Master, Adler University, https://doi.org/10.13140/RG.2.2.25527.73122.
Kris E. (1952), Psychoanalytic explorations in art, New York, International Universities Press.
Le Breton D. (2015), Il sapore del mondo. Un’antropologia dei sensi, trad. di F. Arduini, Milano, Raffaello Cortina.
Leontjev A.N. (1976), Problemi dello sviluppo psichico, Roma, Editori Riuniti.
Linesch D.G., Aceves M., Quezada V., Trochez S. e Zuniga H. (2021), Art therapy and counseling for migrant and refugee children: A community-based approach. In «Journal of Liberal Arts and Humanities», Vol. 2, n. 6, pp. 45-59. https://doi.org/10.47264/idea.jlah/v2/i6/05.
Lorenzetti L. (1995), Immaginazione e conoscenza, Milano, FrancoAngeli.
Malchiodi C.A. (2003), Handbook of art therapy, New York, Guilford Press, p. 6.
Maslow A.H. (1968), Toward a psychology of being, 2a, New York, Van Nostrand.
Merleau-Ponty M. (2003), Fenomenologia della percezione, trad. di A. Bonomi, Milano, Bompiani, 1945.
Munari B. (1977), Fantasia, Roma-Bari, Laterza.
Nussbaum M.C. (2012), Non per profitto. Perché le democrazie hanno bisogno della cultura umanistica, Bologna, Il Mulino.
Papadopoulos R.K. (2007), Refugees, trauma and adversity-activated development. In «European Journal of Psychotherapy and Counselling», Vol. 9, n. 3, pp. 301-312.
Rizzolatti G. e Sinigaglia C. (2006), So quel che fai. Il cervello che agisce e i neuroni specchio, Milano, Raffaello Cortina.
Rotella I. (2018), Note a “Empatia, imitazione interna e sensazioni organiche” di Theodor Lipps. In «Archivio di Storia della Cultura», n. 31, pp. 451-470.
Sheets-Johnstone M. (2015), The phenomenology of dance, Philadelphia, Temple University Press.
SIPSā – Società Italiana di Psicoterapia per l’Adolescenza (2024), Adolescenti migranti: percorsi di sostegno creativo, Roma, SIPSā. In www.sipsa.org/progetti/adolescenti-migranti (consultato il 02/10/2025).
Vygotskij L.S. (1972), Immaginazione e creatività nell’età infantile, Roma, Editori Riuniti.
Watzlawick P., Beavin J.H. e Jackson D.D. (1971), Pragmatica della comunicazione umana, Roma, Astrolabio.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Francesca Audino
This work is licensed under a Creative Commons Attribution 4.0 International License.
