Counter-Narrating from the Margin. The Integration of Asylum Seekers and Unaccompanied Minors through the Hate sW.I.T.C.H. approach

This contribution examines inclusion pathways for asylum seekers and Unaccompanied Foreign Minors through a pedagogy of co-evolution, in which learning is conceived as a relational and embodied process emerging from the interaction between bodies, environments, and technologies. Building on the concepts of the social brain and human neoteny (Iavarone, 2025), as contemporary extensions of Bronfenbrenner’s ecological systems theory (1992), the Hate W.I.T.C.H. approach (Gemma & Girardi, 2024) is discussed through two practices: the use of empathic Artificial Intelligence in vocational training and a narrative-based podcasting laboratory for Italian L2. Both practices rely on embodied cognition and distributed learning, integrating physical and digital dimensions within a ubiquitous learning field. In line with Di Tore (2024) and de Kerckhove, the rise of disembodied intelligence reshapes educational experience, making the development of digital soft skills crucial for supporting vulnerable learners in navigating the tension between corporeality and digitality.