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Malaguzzi’s emphasis was on how theory and new ideas could be generative and
useful in the teachers’ work with children, as well as how their work could influence and
shape theory in order to develop more new ideas. This dynamic, interactive view of
theory and practice is similar to Vygotsky’s dynamic theories. With the educational
experience accepted as a dynamic between individuals, and a social process for adults
and children, the term self- and social constructivism has been used to express the
practices of Reggio (Rankin, 2004).
Criticism of the Reggio Emilia approach.
While widely heralded, the Reggio approach is not without its critics. Johnson
(1999) fears the U.S. colonization of the approach. Once the Reggio Approach becomes
Americanized will it still be Reggio? If it becomes associated with a marketing mentality
such as the way that developmentally appropriate practice has, will it still be true to the
Reggio principles? Wright (2000) in response to Johnson (1999) agrees that Reggio
Emilia stands in danger of being absorbed, “Disneyfied” and colonized by Americans as
it is sometimes difficult to disentangle infatuation with Italian culture with interest in
Reggio educational practices (Wright, 2000, p. 225).
In addition to the approach becoming objectified as a marketable commodity,
Johnson (1999) is concerned with issues of power and elitism. Traveling to Italy to view
the programs as the only true embodiments of the approach exist in Reggio Emilia is
expensive. According to Wright (2000), “The elites are able to travel to Italy (sometimes
several times), and a clear distinction is created between those who have been to Reggio
and those who have not” (p. 234). While in Reggio, I heard others in the study tour talk
of having visited multiple times. Being able to state that this is the tenth or eleventh time