Conference Program

In order to ensure justice and well-being in social, cultural, political, economic, and other spheres of human life, it is necessary to start by guaranteeing epistemic justice from an early age (Fricker, 2007). This principle is achieved in segments and realised in stages, and in order to get there, it is essential to allow young users of knowledges and practices inherent in human diversity to experience childhood, and subsequently their adult and democratic citizenship as interactive, participatory, and constructive experiences. To be achieved, this goal certainly requires training and educational programmes that should find support in a pedagogy built on a perspective that branches out into three lines of action: intercultural, intersectional, and decolonial (Mignolo & Walsh, 2018). Thereby, the present reflection aims to explore avenues of a socio-pedagogical commitment that proves capable of promoting epistemic justice in both formal and informal contexts of personal growth, so that children can experience an intercultural childhood and, therefrom, a more equitable, more supportive, more inclusive, possibly peaceful, hence more broadly intercultural citizenship.