The authors of this paper report a recent teaching experience at a Master’s degree in Modern Languages in Italy. Though apparently compact and mutually supportive, the learning community was also characterised by a number of intersecting issues which, apart from dominant and retiring personalities, non‐normative sexual orientations and diverse levels of economic privilege, also included two disabled students who, though fully integrated into the academic environment, clearly had individual exigencies and specific requirements. 'Stories' were the key to success.
Di Sabato Bruna
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