The Sensemaking Process of Academic Inclusion Experience: A Semiotic Research Based upon the Innovative Narrative Method
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The Sensemaking Process of Academic Inclusion Experience: A Semiotic Research Based upon the Innovative Narrative Methodology of “upside-down-world” Raffaele De Luca Picione 1 & Anna Testa 2 & Maria Francesca Freda 3 Received: 24 March 2020 / Revised: 15 June 2020 / Accepted: 24 June 2020 # Springer Nature Switzerland AG 2020
Abstract
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. Keywords Semotics . Psychological sensemaking process . Oppositional meaning . Upsidedown-world
Introduction The interest in academic inclusion is a current and central issue for every institution that aims to ensure a serene and productive path of all those in academic education. This insertion is * Raffaele De Luca Picione [email protected]
1
Dynamic Psychology, University of Benevento Giustino Fortunato, Benevento, Italy
2
Psychologist, Caserta, Italy
3
Clinical Psychology, Department of Humanistic Studies, University of Naples Federico II, Naples, Italy
Luca Picione et al.
aimed at making possible the acquisition, the updating, and the development of professional skills (to be understood as adaptable, renewable, and transformable throughout the entire lifetime span) essential and necessary to boost those areas of great centrality and interest in the current cultural and social discourse as follows: employability, social integration, active citizenship, and personal fulfillment (Valerio et al. 2013). In Italy, the centrality of this commitment has been recognized over time by many national and European legislative amendments (Freda et al. 2010; Valerio et al. 2013) which intend to protect the academic education of those weak categories of students (e.g., with different forms of disability, in disadvantaged conditions, or simply undergoing a momentary phase of discomfort) that encounter a greater burden of difficulties and obstacles in the performance of university practices. It should be noted that the demand for university education is a diversified demand, made up of multiple needs of users, as subjects of law in accessing and using the educational offer. In order to avoid processes of exclusion (in the variegated forms of abandonment, marginalization, “nomadism” between the va
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