The Educational Action of Transculturality to Decolonize Minds, Deterritorialize Culture and Democracy, Creolize the World

The crucial step to choose in inclusion practices is to accept the substantial multicultural and mixed building of our identities. By referring to transactional anthropology and migratory ethnography, transcultural psychiatry and postcolonial studies, this paper aims at drawing attention to the need to abandon a monocultural model in the direction of a transcultural one, conceiving the culture as deeply permeated by intertwining and hybridization (Ortiz, 2007; Welsch, 2000, 2003; Goussot, 2014), We have to accept the transcultural challenge that conceives identity as a ‘migrant identity’, generating discursive and relational inclusion practices that allow the creation of new and shared social spaces. De-colonizing the mind; de-territorializing culture and democracy; dis-westernize our vision of the world: it is a difficult educational challenge but necessary to offer a constructive response to the ‘homogenization’ and to the growing ‘diasporas’ produced by liberal economic globalization.