Formative Practices and Multidimensional Inclusion: From Challenging Contexts to Challenging the Context

This editorial introduces Volume 23, Issue 3 of Formazione & insegnamento, outlining a pedagogy of relation rooted in the idea of context. Criticising the notion of technical rationality, the issue explores the multidi-mensionality of inclusion and the "challenge to the context", in contrast to interpretations of education as an intervention aimed at mitigating individual deficits. The diverse contributions presented here – from in-terspecies education to university well-being – advocate for a situated professional identity, capable of trans-forming educational environments into welcoming ecosystems.