Questioning educational contexts, promoting equitable actions: reflections on some paths of practice and research with Complex Instruction in Italy

Within the framework of comparative education studies, this article discusses the process of borrowing and implementing Complex Instruction (CI) in Europe, focusing on three different multicultural and heterogeneous educational contexts in Italy: five primary schools, a Master academic teaching course, and a first literacy course for migrant adults. The paper explores the potential of CI for intercultural education and active citizenship. It aims to highlight how this cooperative approach can be an opportunity to question the usual school norms and habits and challenge what is taken for granted in the relationship with diversity, by transforming teaching into a creative and emancipatory experience in dialogue with diverse students.