Hidden Epistemologies. The Construction of the Vulnerable Subject in the Italian Educational Imaginary. A Grounded Approach within the Disability Studies perspective

This paper represents the first report of the biennial research, which the authors have been carrying since January 2020 through blended modalities out. The qualitative research relates to inclusive practices in Italian kindergartens and primary schools. Some kindergartens and primary schools of the regions Lazio and Tuscany are involved in the present investigation: six teachers have been interviewed so far, other six will be interviewed in the following months. Since the theoretical framework is that of Disability Studies – more specifically, Critical Disability Studies – the authors are interested in investigating those institutional, social and cultural practices that disable people. To conduct such research, we thought the constructivist Grounded Theory methodology was the best choice. Especially in the current historical period characterized by the health emergency, the use of online activities, which allows constant and shared reflection between each member of the research group, is a strength of the entire methodological system. Participants have appreciated their involvement – through some focus groups – in the re-elaboration of their interviews and in the academic meetings whose goal was to disseminate the research's state of the art.