|Author(s)||Etienne, R. et al|
|Editor||A. Ross & P. Cunningham, Reflecting on Identities: Research, Practice and Innovation|
This article is based on a workshop presentation: we seek here to present the educational context and conditions in which Persona Dolls gives opportunities to children in Kindergarten to live and to play in the presence of ‘the other’. This is not about an abstract and far-fledged other, as in the case of societal and political responsibility. This is about a tangible and near concrete other, a child, who in all his vulnerability imposes himself onto the educational environment. The point of view towards the other varies from one society and culture to another. A community like a class or a school which can introduce and later embrace “the different other” in itself, and make him or her a prolific citizen.