La didactique par archétypes pour le dialogue interculturel et la médiation

In this paper we ‎introduce the notion of "Didactics by archetypes" as a means to enhance the intercultural dialogue and mediation. We illustrate the fundaments of our theory and provide some relevant results of a writing workshop carried out with two foreign student groups (namely from Kosovo and Albania) attending a school settled in Montorio al Vomano (Teramo, Italy) so to pursue their integration and scholastic proficiency. In fact, these students present many ongoing acquisition problems and undergo some social marginalization. In order to contribute to an effective solution to these both socio-linguistic and psychological problems, we experienced to work on our groups reflexivity. To that extent, we stimulated a positive comparison between present migration/mobility phenomena, which concern them directly, by storytelling about Albanian migration (1743) in the same territory the students lived (Abruzzo region, Italy). During the writing workshop, the comparison process brought us the possibility to find some archetypal images of old migration that turned in an exercise of writing (free writing at first, then oriented writing) starting from this same set of images. We were able to collect the students' textual productions ‎and carried out some discourse analysis. The analysis results draw a sort of geography of the student's linguistic and cultural background that could be of help once elaborating some more interventions and that could improve their consciousness about history and society, as well as towards the context they are involved with.