Pedagogically Welcoming Singularities

Welcoming Educational Singularities: A Pedagogical, Clinical, and Human Toolbox – Both Simple and Complex “Welcoming singularities” is an expression often misunderstood: singularity refers to the subject (existential, desiring), not to the social person or their specific classifications (learner, migrant, volunteer, citizen, etc.). It means welcoming the singularity of both children and adults beyond their various social, economic, and imagined statuses. This is precisely the goal of cooperative pedagogies (Freinet pedagogy, institutional pedagogy), which employ specific frameworks: cooperative organization of work and collective life, institutions that ensure power-sharing and responsibility (direct democracy councils, skill belts, professions, work teams), spaces that embrace the uniqueness of individual expression (speaking spaces, free writing, artistic and physical creation), and the production of a unique cultural identity (journals, correspondence, albums, etc.). These pedagogical methods are structured around everyday life—its most raw and unexpected moments. In particular, the welcoming of multiple languages and cultures is embedded within these pedagogies (such as the immersive multilingual pedagogy of Occitan Calandretas). These frameworks can be powerful tools for welcoming children and adolescents in migration contexts. This is what we aim to demonstrate through interviews, films, texts, and stories.