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Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Quaderni della Rivista di Psicologia Clinica is the property of Quaderni di Psicologia Clinica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annals for Istrian & Mediterranean Studies / Annales: Series Historia et Sociologia is the property of Historical Society of Southern Primorska of Koper and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Reti Medievali is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The promotion of human rights, the equality of all people and prevention of violence are central topics in European schools. With reference to evidence from the Children's Voices Project, this paper analyzes the most relevant good practices addressed to fight interethnic violence in schools. Indeed, specific activities have been organized to foster children's rights and to prevent generalized violence. Moreover, programs oriented to the promotion of integration of migrants or pupils belonging to ethnic minorities have been developed. Starting from these assumptions, selected good practices will be presented in a comparative way, in order to describe different characteristics, purposes and goals, within the context of the five countries involved in the project. [ABSTRACT FROM AUTHOR]

The connection between school and politics can be studied from pedagogy by examining at least three fields of study, described in this paper. In the first field, pedagogy focuses on school as an object of national and international policies; in the second, it studies the political training carried out by the school through the education of civic and democratic conscience; in the third, it takes into consideration the school as the responsible for its own policy, studying its decision-making processes and its spaces of autonomy. For each of these fields, pedagogy can play a critical and prospective role, first of all proposing its own vision of school. In brief, the paper proposes the principle of school as a common good.

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enthymema is the property of Enthymema, International Journal of Literary Criticism, Literary Theory & Philosophy of Literature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Most countries in the industrialized world have recently undergone or are currently undergoing processes of reform of their school systems: the statecentered model which ruled education in the 20th century seems to have been replaced by a different pattern, one that conceives of schools as autonomous, self-administered centers of learning. In Italy, however, the shift to a system focussed on effectiveness, research and accountability appears to be more difficult than elsewhere, due to the peculiar features of the Italian cultural and political tradition. This paper sketches a brief history of school reforms in Italy, from the Fascist regime to the present day: by thus doing, it aims at providing some background information for the current debate on school reform, while attempting to shed some light on the critical issues of the day. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper aims to explore the political role of schools and the importance of democratic education in the contemporary context. Education is a crucial factor in shaping future generations for change in societies. School, as a central institution in the educational process, plays a fundamental role in promoting democratic values and providing individuals with the necessary skills to actively participate in political life. It takes a critical and reflective perspective on the political role of schools and the importance of democratic education for the development of more inclusive, balanced and democratic societies. La scuola come agente politico: il ruolo formativo e ricorrente della scuola nella società. Il contributo si propone di esplorare il ruolo politico della scuola e l’importanza dell’educazione democratica nel contesto contemporaneo. L’educazione è un fattore cruciale nella formazione delle future generazioni per il cambiamento delle società. La scuola, come istituzione centrale nel processo educativo, svolge un ruolo fondamentale nel promuovere valori democratici e fornire agli individui le competenze necessarie per partecipare attivamente alla vita politica. Si pone come una prospettiva critica e riflessiva sul ruolo politico della scuola e sull’importanza di un’educazione democratica per lo sviluppo di società più inclusive, equilibrate e democratiche.

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper discusses the use of music in education in a general pedagogical perspective. The Author begins with a very famous quotation from Plato’s Protagora about the effect of music on the harmonious development of young children’s attitudes and habits, and on shaping their minds. In the Author’s opinion, the loss of consideration of music teaching in school is nowadays due to its representation (in both parents’, teachers’ and pupils’ minds) as “a play”, or as a specific profession, ignoring its essential function of intellectual and emotional balance; an achievement that young people could obtain through musical education. Besides, music is also a part of our cultural heritage that creates and consolidates social bonds. Lastly the paper deals with some methodological aspects and problems that teachers face in concrete didactic school setting.

Il COVID-19 e in modo particolare le misure restrittive adottate per il suo contenimento hanno rappresentato un’esperienza antropologica sparti acque tra un “prima” e un “dopo”, per molti ambiti della nostra vita quotidiana. Come tutti i vissuti che richiedono un adattamento, soprattutto quando repentini e condizionati da azioni esterne, anche l’esperienza della quarantena ha avuto un costo, tanto maggiore quanto la relazione con lo spazio abitativo era compromessa: dalle dimensioni, dal numero di abitanti, dall’acquisizione di nuove consapevolezze sulle proprie esigenze in rapporto alla propria casa. Potremmo individuare nello schiacciamento delle sfere sociali in un unico contesto (Ellison, boyd 2007; boyd 2008) – per l’appunto quello abitativo – uno dei primi e più importanti effetti del lockdown. Il cosiddetto collapse context ha interferito sulle dinamiche relazionali all’interno dello spazio abitativo e al tempo stesso con quelle costruite al di fuori di esso. La dad, la didattica a distanza, si è dovuta inserire necessariamente in questo processo con una serie di conseguenze per l’esperienza di apprendimento, per gli studenti coinvolti e per il loro intorno sociale. Il presente paper intende riflettere sul ruolo del contesto abitativo, come risorsa e come limite, all’interno delle pratiche adattive di convivenza e di relazione nel caso specifico della DAD. Si affronterà una riflessione su come lo spazio, per certi versi esposto, celato, involontariamente mostrato, abbia avuto una sua rilevanza per una relazione che nello schermo del computer la sua principale frontiera.

The contexts of the Global South offer, in many ways, a rich and fertile field of experimentation full of new opportunities. The reduction of regulatory constraints, for example, stimulates a renewed investigation of the relationship between space and function; economic constraints are a means of avoiding the most commonplace construction models; and the encounter between different cultures facilitates expressive contamination. Among these projects, the school building plays a significant role, representing the most important infrastructure carried out in the framework of International Cooperation. In the following paper, I will try to explain the reasons for this leading role by highlighting the most significant aspects that recent school buildings have highlighted.

In questo paper, s’intende focalizzare l’attenzione sullo sviluppo di una scuola inclusiva, partendo dal concetto di inclusione che chiama in causa la presa in carico della comunità educante a partire dall’insegnante curricolare e non solo dell’insegnante di sostegno attraverso la partecipazione attiva della famiglia e di tutti gli stakeholder. Ciò è indispensabile oggi in un periodo in cui la scuola è sempre più interessata a contrastare abbandoni scolastici, dispersione scolastica ma anche i molteplici disagi che vivono i giovani a causa del malcostume, dell’inciviltà, maleducazione. Ma la scuola con i suoi docenti è pronta a modificare tale situazione? I docenti hanno gli strumenti concettuali ed operativi per intervenire? Qual è il ruolo della famiglia, del territorio e del terzo settore? In questo lavoro l’A. intende affrontare il tema attraverso nuovi Patti di corresponsabilità educativa che la scuola dovrà ridefinire e co-progettare con la famiglia, il territorio e il terzo settore per promuovere davvero il progresso umano, civile e sociale delle Comunità. Ciò implica però un ripensare e riorganizzare la scuola dell’autonomia nel nostro paese in prospettiva europea.

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Critical Hermeneutics: Biannual Journal of Philosophy is the property of Universita degli Studi di Cagliari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents an experience of digital education carried out in 77 Florentine school classes, thanks to a project realized by the libraries of the Municipality of Florence. The 144 meetings are discussed to start a reflection generating from real, field-collected data about what is being done in schools in digital education today, about what could be done and what, perhaps, should be done. One of the most interesting facts emerged from the meetings concerns the discrepancy between the digital knowledge that students show (to their parents and teachers) and what they really know and, consequently, what they would need to learn. Possibly, it is necessary to rethink the kind of digital education carried out in schools in Italy, perhaps considering it less as a mere subject and more as a whole new mindset and cognitive approach.

Several essays have been dealt with the life and suicide of Italia Donati, the young primary schoolteacher whose death moved and shocked Italian public opinion in 1886. Nevertheless, no contribution analyzed why the episode exerted such a remarkable influence on Italian society. This paper is going to examine how the report the «Corriere della Sera» published on her death described characters involved and circumstances. Letters written by the newspapers’ readers and the following literature about the topic will be taken also into account for examinate how the investigative report influenced schoolteachers’ mentality on a mid-term basis.

This paper analyses the laws, rules and education principles which regulated and ensured the establishment of courses to qualify as a gymnastics teacher in Italy in the second half of the 19th century. The aim of the research is to point out teaching and learning approaches applied in teachers’ schools (so-called Scuole Magistrali) and special qualifying courses (i.e. Corsi autunnali), in order to provide a better understanding of teacher professionalism. Findings regarding Italian teacher training are compared with those collected in other European states in order to highlight the extent to which teacher education programs developed according to similar paths when gymnastics became a compulsory subject in European schools.

Copyright of Annals for Istrian & Mediterranean Studies / Annales: Series Historia et Sociologia is the property of Historical Society of Southern Primorska of Koper and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, Remo Ceserani reflects upon the notions of canon and anthology in relation to the institutions behind them. After a short premise in which the traditional role of Church and school in the process of canonization is taken into account, the discussion moves to the present age, focusing on the idea of canon that lies at the basis of both North-American and Italian anthologies. In the former case, Ceserani highlights how the emergence of world literature has led to revise the structure of anthologies; in the latter case, the author argues that the canon mutuated from the work of Francesco De Sanctis still functions as the main source for many anthologies. He then concludes by stating that a thematical approach could constitute an alternative structuring criterion for a scholastic anthology.

The paper deals with the reflection on the opportunities and risks connected to mixed methods in educational research moving from the empirical research “Valutazione e governance della scuola. Verso un sistema valutativo context-based”; this one aimed to know about school assessment and evaluation practices in order to develop an effective governance of the school. The issue is addressed at epistemological level focusing initially on the reasons that make the mixed methods particularly suitable for research in education and then specifying the cultural resistance still present in the Italian context. The overcoming of the rigid distinction between quantity and quality, widely supported in the international literature although still subject to debate, is argued according to the specific methodological device designed and implemented in the research. The elements put in evidence are read critically in order to enrich the theoretical frame.

For some years now, leadership and, more recently, e-leadership are topics on which researchers and policy makers have focused on. These concepts had initially been borrowed from other contexts, but over time they have taken on specific meanings in the educational field, also by producing several orientations. This paper, based on more significant models, aims at carrying out an in-depth analysis of the different forms of leadership and educational leadership, together with the skills that are needed to activate a good e-leadership. It proposes some examples of methods and tools that can facilitate the exercise of these skills. Leadership e e-leadership nella scuola. Tra progettazione e competenze digitali Nella scuola da alcuni anni si parla di leadership e più recentemente di e-leadership, concetti inizialmente mutuati da altri contesti, ma che nel tempo hanno assunto significati peculiari in ambito educativo anche declinandosi secondo una pluralità di orientamenti. Il presente contributo, attingendo agli studi più significativi, intende fare il punto sulle diverse forme di leadership e di leadership educativa, nonché sulle competenze necessarie per attivare una buona e-leadership, proponendo alcuni esempi di metodi e strumenti che possono rendere più agevole l’esercizio di tali competenze.

Riassunto Il seguente lavoro cerca di comprendere le ragioni e le implicazioni relazionali, sociali e culturali del rapporto che i giovani intrattengono con gli adulti, in particolar modo nella forma del domandare (aiuto o spiegazioni) e del ricercare il senso delle cose attraverso il pensare le cose stesse. Il lavoro si sviluppa a partire da una riflessione sulle relazioni che si possono osservare, a livello fenomenologico, nell’ambito scolastico in relazione a possibili prospettive di cambiamento.Parole chiave: adolescenza, scuola, limite Teens and contemporary contextAbstract The following paper seeks to understand the relational, social and cultural reasons and implications of the relationship young people have with adults, especially in the form of asking (for help or explanations) and looking for the meaning of things through thinking about things themselves. The work develops from a reflection on the relationships that can be observed at the phenomenological level, in schools in relation to possible perspectives of change. Key word: adolescence, school, limit.