Educational Practices in the Margins: A De Certeauian Perspective

Abstract

This article maintains that educational practices can be significant in the current neoliberal societal environment if conceived as practices of the margins. I will start by recalling a personal anecdote showing that meaningful educational practices often take place in liminal spaces and such marginality can be interpreted as a source for significance. Then, I will discuss two different conceptions of marginality—namely, those proposed respectively by Ivan Illich and Michel de Certeau. The article will conclude maintaining that marginality is still relevant to reconsider the role of education in contemporary societies.