Narrare la guerra non è più narrare una storia di eroi ma piuttosto narrare una storia di eroismo inutile. Come osserva Alberto Casadei a proposito del Partigiano Johnny di Fenoglio: «Ogni eroismo è ormai inutile, e il destino di tutti i partigiani, per quanto giusta possa essere la loro causa, è la morte». Non è un caso quindi che Simona Vinci apra il prologo del suo romanzo Come prima delle madri con il ritrovamento di un morto:
Disteso nel greto asciutto del fiume […] c’era un uomo. Un uomo disteso che dormiva. […] L’uomo non stava dormendo. Aveva il cranio fracassato. […] L’uomo non aveva più una faccia. […] Un uomo solo, senza faccia, con le mani disfatte e il corpo nudo. Continue reading
Is universalism respectful of cultural differences attainable? It does not seem possible to ignore the need for normative justification (thus, moral theory) when we venture into the social and political critics arena. By their very nature, arguments that we must inevitably use in the moral sphere must be included in a wider theoretical framework in order to demonstrate that criticisms do not merely depend on circumstances, nor satisfy suspect ideological goals. Continue reading
The bounds of law 1 – ‘Law’ is not omnipotent within the social field and everything happens, according to societies and times, in the infinite variety of inclusion and exclusion relationships with other normative systems. Next, the issue of the so called ‘science of Law’ appears in the current epistemological range that must combine with other sciences: this shows that Law does not have a position overlooking all other disciplines, but has relations of cooperation, competition and hostility, according to the disciplines and the moments, creating questionable bounds. The only possible posture might be that of a certain epistemology like Michel Foucault when trying to think of the emergence of human sciences in Western history. Continue reading
Women and Globalization Silvia Federici
“Globalization” has been described in different ways. In the literature emanating from the international financial institutions, it is portrayed as a more effective system of economic management, ensuring the free circulation of goods and enhancing the “comparative advantage” of different countries, each presumably utilizing its resources to the best effect for both local populations and world development. Policy-analysts thus stress the globalization of financial markets, capital investments, new technologies which, we are told, will lead in the foreseeable future to increased prosperity also in the “developing” countries. My own perspective is that “globalization” is a strategy seeking to determine a process of global proletarianization and the formation of a global labor market as means to cheapen the cost of labor, reduce workers’ entitlements, and intensify exploitation. These, in fact, are the most unmistakable effects of the policies by which globalization is driven. But however defined, the social and economic consequences of globalization cannot be denied. After two decades of globalizing interventions in the world economy (creation of the World Trade organization (WTO), structural adjustment, TRIPS, etc.) one billion people live in conditions of “absolute poverty” (UN Population Fund 2001). Meanwhile, the Third World debt has increased from $800 billion in 1980 to a staggering $2,900 billion in 1999 (World Bank 2000), precluding the possibility of repayment, while the predicted industrialization of the Third World has not materialized despite the proliferation of Free Processing Zones (FPZs). Most important, mechanisms are now in place – debt servicing, structural adjustment, import liberalization and, crucial to all, generalized warfare – that systematically lead millions of people away from their means of subsistence, uprooting them from their lands, their jobs, their countries, in what appears as the largest proletarianization and migration process since the turn of the 20th century (Federici 1992; 1999). Continue reading
Autism, language, communication, picture, remediation.
The communication conveys a message that passes through language. This does not mean that it cannot pass through other codes. Therefore, it would be unwise to say that people who do not share with us the commonly accepted codes do not communicate. This is the case with persons with autism who are not in the same relationship to the world as we are. Their language can be developed only from meaningful elements and solidified by pictures/words that will anchor them in the social contract. We will discuss here creating a transverse space from the codes developed by these children and the reception we are trying to develop, giving rise to a linguistic creation in order to optimize communication.
The reception of a piece of art as an object of exchange and mediation requires several ‘go-between’ in a context of language and culture learning. In this article, we would like to highlight the teacher’s mediation as well as the learner’s one and examine the emergence of verbal and body language in academic multicultural courses of French as a foreign language, in which visual and choreographic works of art are introduced. We will show, through the thorough analysis of a few examples, to which extent the teacher, by stimulating multimodal experiences of mediation for the learner, fosters the construction of interactional and intercultural competences.
From 1940 to 1943, she participated in the organization of the Italian Resistance in France and worked alongside Emilio Lussu in hiding, in Paris at first, and then, among others, in Marseille where he is responsible for organizing the illegal exit of the wanted persons. She makes false papers for GL members.