The Sensemaking Process of Academic Inclusion Experience: A Semiotic Research Based upon the Innovative Narrative Methodology of “upside-down-world”

Authors discuss the topic of inclusion process in academic education from a semiotic and dynamic perspective. Inclusive experience in educational and academic context is constructed through the personalization of the processes of sensemaking within a wider cultural and shared social context. Authors...

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Bibliographic Details
Published in:Human arenas: an Interdisciplinary journal of psychology, culture, and meaning culture, and meaning, 2022-03, Vol.5 (1), p.122-142
Main Authors: De Luca Picione, Raffaele, Testa, Anna, Freda, Maria Francesca
Format: Article
Language:English
Subjects:
Anthropology
Arena of Schooling
Behavioral Science and Psychology
Cognitive Psychology
Psychology
Social Sciences
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Summary:Authors discuss the topic of inclusion process in academic education from a semiotic and dynamic perspective. Inclusive experience in educational and academic context is constructed through the personalization of the processes of sensemaking within a wider cultural and shared social context. Authors have implemented an innovative tool for a qualitative research about sensemaking processes. They create the upside down world narrative methodology, namely, a double task of narrating one’s own experience in two times, asking participants to turn upside down their narration. Such a device allows grasping the inherent and constitutive ambivalence of each psychological process of sensemaking. Results of semiotic narrative analysis show that inclusion appears narratively articulated on two broadly generalized domains of sense as follows: the relationship with others and the training path.
ISSN:2522-5790
2522-5804
DOI:10.1007/s42087-020-00128-4