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Il contributo intende indagare la rappresentazione della disabilità nella letteratura per l’infanzia come fenomeno complesso e dalle molte sfaccettature che coinvolge non solamente l’ambito letterario, ma anche quello educativo e della formazione dell’immaginario. La riflessione prende avvio dalla constatazione di un generale incremento delle pubblicazioni per l’infanzia con raffigurazioni di personaggi con disabilità per approfondire alcune delle principali dinamiche sociali in esso coinvolte.

Il volume espone i risultati di una ricerca sulle rappresentazioni del femminicidio in ambito giudiziario in Italia, illustrandone il quadro teorico, le scelte metodologiche, l’impianto analitico, gli strumenti. La tematica del potere e della diseguaglianza tra i sessi è analizzata attraverso le definizioni fornitene in ambito giuridico e nei codici penali, esplorandone i significati sociali e questionando i possibili ancoraggi politici ed economici, attraverso il modello del “campo giuridico” di Bourdieu quale luogo di espressione di una forza simbolica che contende il potere ad altri “campi sociali”. L’indagine empirica è condotta attraverso un triplice livello di approfondimento di natura quali-quantitativa. Il primo riguarda l’analisi quantitativa di un corpus di sentenze sui casi di femminicidio andati a giudizio tra il 2010 e il 2016. Il secondo riguarda l’esplorazione delle cornici di senso e dei dispositivi retorici del discorso giudiziario sui casi di femminicidio mediante l’analisi del racconto della violenza sulle donne, condotta su una selezione ragionata di sentenze. All’approfondimento della sfera delle rappresentazioni sociali sulla violenza di genere è dedicato, infine, il terzo livello della ricerca, che analizza – mediante interviste a testimoni privilegiati – le definizioni “esperte” della violenza di genere estrema, consentendo di individuare i frames entro cui il discorso giudiziario sul femminicidio viene consegnato alla pubblica opinione e di selezionare i dispositivi di narrazione-argomentazione utilizzati, raccogliendo al contempo informazioni e proposte su fonti e attività giuridiche, su politiche pubbliche e sulle azioni messe in atto sui territori. The book presents the results of a research on the representations of femicide in the judicial field, in Italy. The use of the term femicide is analysed through the lens of the normative process, examining its social meanings and questioning its political and economic anchoring, referring to the “juridical field” model (Bourdieu 1986). The essay employs a wide theoretical framework, recalling notions such as violence, gender, corporeity, diachronic difference. Firstly, it highlights the conceptual problems evoked by the term femicide (Corradi, et al. 2016; Radford, Russell 1992); secondly, its declension in criminal law and jurisprudence through its coding in specific types of offence (Merli 2014). The topics of power and imbalance between the sexes (Goffman 1977) are analysed by presenting their juridical definitions and those found in penal codes (Casanova 2016; Cavina 2011; Feci, Schettini 2017). These perspectives are used to frame the results of the empirical research conducted through quantitative data and qualitative aspects: on the one hand, a 370 verdicts corpus of “femicide” sentences issued in Italy between 2010 and 2016; on the other, expert interviews and the tales of violence against women in a sample of sentences. The study confirms the way in which narrations produced in the “judicial field” – despite the “distortions” affecting them (Dubé 2012; Gusfield 1968) – prove to be rich sources for the knowledge of a phenomenon which, still today, suffers from a structural lack of data.

The authors address the analysis of the work Diplomatic Days by Edith O'Shaugnessy, the wife of a North American diplomat during the first years of the Mexican Revolution, as a discursive set that defines the representations about Mexico. The work can be approached from different leads, but we highlight the sociocultural landscape, which the author understands as Mexicanness, a mixture of history, social and cultural features of the country. Los autores abordan el análisis de la obra Diplomatic Days de Edith ’ haugnessy, la esposa de un diplomático norteamericano durante los primeros años de la Revolución mexicana, como un conjunto discursivo que define las representaciones sobre México. La obra puede abordarse desde diferentes enfoques, pero resaltan el paisaje socio-cultural, que la Autora entiende como la mexicanidad, es decir una mezcla de historia, rasgos sociales y culturales del País. Gli autori analizzano l'opera Diplomatic Days di Edith O'Shaugnessy, moglie di un diplomatico nordamericano vissuta in Messico durante i primi anni della Rivoluzione messicana, come un insieme discorsivo che definisce le rappresentazioni del Messico. Diversi approcci possono essere utilizzati per la lettura dell’opera, ma gli Autori mettono in evidenza soprattutto il contesto socio-culturale che l'Autrice intende come messicanità, un misto di storia, specificità sociali e culturali del Paese.

The present research aims to investigate the psychosocial phenomena of obedience and disobedience in young adults residing in the United States, as a replication of a previous study by Pozzi, Fattori, Bocchiaro, and Alfieri (2014). We utilize social representation theory as a means to better understand and define (dis)obedience, a behavioral dimension of the concept of authority. The analysis was conducted using a concurrent mixed methods design. One hundred and fifty-one participants completed a self-report online questionnaire. The results indicate that participants see both obedience and disobedience as related to an authority. Obedience was mostly perceived as an ability to be responsive to laws, social norms, or physical authorities, as well as a positive social object. Disobedience, instead, was defined as a failure of a negative line of conduct. These results differ from previous research, contributing meaningfully and pragmatically to the theoretical debate on (dis)obedience. Theoretical and practical implications of these findings are discussed.

The increase of longevity ‒ and of the chance to spend the third, fourth and fifth age in relatively good health ‒ appears today to favour the conditions to age positively, although self-handicapping ideas persist that depict this as a life period of mere decline. While the WHO supports agendas aimed to foster citizens’ active ageing, few studies have been conducted in order to gather how the elderly might gain a eurhythmic perspective on their own ageing in a political and social context characterised by the global crisis. Referring to the theory of Social Representations and adopting a qualitative methodology, this work analyses thirty episodic interviews carried out with Italian elderly people. Its aim is to reconstruct the themes that define ageing well and the positioning from which individuals construct their eurhythmic points of view. The results show that, living and reasoning on ageing well, the participants enhance in various ways: availability of resources; positive mental states; more functional life styles; being involved in activities. The comparison with the Alter evoked in the accounts (such as youth in precariousness or unhealthy people) appears to be the main organizing principle of points of view used to interpret one’s own ageing in favourable terms. Starting from these positioning, three bipolar dimensions emerged: autonomy/dependence; fragility/no fragility; good luck/bad luck. The paper closes reasoning on the potentials, but also on the limits, that the research activity may have to promote constructions of reality more functional and socially relevant.

Depuis les années 90, la didactique de l’intercompréhension constitue une nouvelle perspective d’éducation/apprentissage aux langues, principalement en Europe, où elle a été mise en œuvre entre les langues appartenant à une même famille (langues romanes, scandinaves ou germaniques). Les chercheurs du projet EUROCOM ont montré que l’anglais, une des plus importantes lingua franca du monde, pouvait aussi être utilisé comme passerelle vers n’importe quelle langue romane, y compris le français, autre importante lingua franca. Cependant, l’intercompréhension comme méthode semble quasiment inconnue dans les pays anglophones, alors qu’elle pourrait servir à promouvoir l’éducation aux langues étrangères et au plurilinguisme dans ces pays. Ainsi, cet article présente la didactique de l’intercompréhension, des exemples concrets d’application d’intercompréhension entre l’anglais et le français à l’appui, dans le but de mettre en lumière la potentialité de cette méthode, moyen pour les apprenants de s’approprier leur bilingualité et devenir des apprenants réflexifs. Fin dagli anni ’90 la didattica dell’intercomprensione costituisce una nuova prospettiva di educazione alle lingue e di apprendimento, particolarmente in Europa, dove è stata messa in atto fra lingue appartenenti ad una stessa fmaiglia (lingue romanze, scandinave, germaniche). I ricercatori del progetto EUROCOM hanno mostrato come l’inglese, una delle più importanti lingue franche del mondo, possa essere usato anche come passerella verso una qualsiasi lingua romanza, compreso il francese, altra importante lingua franca. Tuttavia l’intercomprensione come metodo sembra quasi sconosciuta nei Paesi anglofoni, laddove essa potrebbe contribuire a promuovere l’educazione alle lingue straniere ad al plurilinguismo in questi Paesi. Quest’articolo presenta quindi la didattica dell’intercomprensione, sulla base di esempi concreti d’applicazione dell’intercomprensione fra inglese ed francese, allo scopo di mettere in luce la potenzialità di questo metodo, mezzo per gli allievi di appropriarsi della loro competenza bilingue e per diventare allievi riflessivi.

International audience; Dieser Artikel untersucht die Karikatur des Sportlehrers im Film P.R.O.F.S. von Patrick Schulmann (1985). Er geht von der Prämisse aus, dass der Film eine Art „Standbild“ ‒ und damit eine Quelle nützlicher Informationen - über den damaligen Unterricht und wie er manchmal wahrgenommen wurde, ist. Es scheint, dass zwei unterschiedliche und komplementäre Lesarten möglich sind. Die erste, die des breiten Publikums, bezieht sich auf die eigentliche Komödie, in der die stereotype Figur des „Sportlehrers“ auf seine humoristische Dimension reduziert wird - letzterer ist im „Schulhaus“ eine Randfigur. Die zweite, die der Eingeweihten und Akteure des Berufsstandes, enthüllt einen Charakter, der an der Entwicklung seines Status und seiner Disziplin teilnimmt, indem er zum Beispiel versucht, seinen Lehrinhalt zu modernisieren. Indem er diese beiden Lesarten in Spannung setzt, stellt der Film einen echten „Marker“ seiner Zeit dar und ist ein originelles Werkzeug, um die Geschichte des Sportunterrichts (wieder) in Frage zu stellen.; This paper examines the caricature of the PE teacher in the film P.R.O.F.S. by Patrick Schulmann (1985), considering the film to be a kind of “freeze frame,” and therefore a source of useful information on the teaching of the time. It seems that two interpretations, both distinct and complementary, are possible. The first, that of the general public, refers to comedy in the strict sense, where the stereotyped figure of the “PE teacher”—a marginal figure in the “school house”—is reduced to its humorous dimension. The second, that of those within the school system, reveals a character who participates in the development of his status and discipline by seeking, for example, to modernize his teaching content. It is by pitting both of these interpretations against each other that the film becomes a real “sign” of its time and an original tool for re-examining the history of PE in schools.; El presente artículo propone estudiar la caricaturización del profesor de educación física y deportes en la película PROFS, de Patrick Schulmann (1985), partiendo del principio que la película es una suerte de « imagen detenida » donde hay una serie de informaciones utiles sobre la enseñanza de la época y como esta es percibida. Parece la existencia de dos lectores con miradas distintas y la vez complementarias. La primera es aquella del gran público que imagina la figura esteriotipada del « profesor de deportes » y que se limita a lo humorístico, siendo esta un poco marginal en la « Escuela ». La segunda es aquella de los actores se revela un personaje que participa de la evolución de su estatus de profesor que busca modernizar sus contenidos de enseñanza. La película pone en tensión estas dos lecturas por una parte una realidad « marcada » en el tiempo y por otra parte una herramienta original que (re)plantea la historia de la educación física escolar.; Cet article propose d’étudier la caricature de l’enseignant d’éducation physique et sportive dans le film P.R.O.F.S. de Patrick Schulmann (1985) en partant du principe que le film constitue une sorte « d’arrêt sur image » – et donc une source de renseignements utiles – sur l’enseignement de l’époque et la façon dont il était parfois perçu. Il semble que deux lectures, à la fois distinctes et complémentaires, soient possibles. La première, celle du grand public, renvoie à la comédie à proprement parler où la figure stéréotypée du « prof de sport » est réduite à sa dimension humoristique – ce dernier étant alors un marginal dans la « maison École ». La seconde, celle des initiés et acteurs de la corporation, révèle un personnage qui participe de l’évolution de son statut et de sa discipline en cherchant, par exemple, à moderniser ses contenus d’enseignement. C’est en mettant en tension ces deux lectures que le film représente un réel « marqueur » de son temps et un outil original pour (ré)interroger l’histoire de l’éducation physique scolaire.; Questo articolo propone di studiare la caricatura dell’insegnante di educazione fisica e sportiva nel film P.R.O.F.S. di Patrick Schulmann (1985) partendo dal principio che il film costituisce una sorta di “fermo immagine” – e quindi una fonte di informazioni utili – sull’insegnamento dell’epoca e la maniera con cui era talvolta percepito. Sembra che siano possibili due letture, contemporaneamente distinte e complementari. La prima, quella del grande pubblico, rinvia alla commedia propriamente parlando in cui la figura stereotipata del «prof di sport» è ridotta alla sua dimensione umoristica – quest’ultimo essendo allora un marginale nella “casa Scuola”. La seconda, quella degli iniziati e attori della corporazione, rivela un personaggio che partecipa all’evoluzione del suo statuto e della sua disciplina cercando, per esempio, di modernizzare i suoi contenuti d’insegnamento. È mettendo in tensione queste due letture che il film rappresenta un reale “marcatore” del suo tempo e uno strumento originale per (re)interrogare la storia dell’educazione fisica scolastica.

NEET – Not in Education, Employment or Training – designates young people between 15 and 29 years old not engaged in any work activities, according to ILO standards, or not involved in formal and non-formal education. The concern about “youth emergency” is showed by many documents of the European Community and within the Europe 2020 Strategy. The Italian situation has always showed higher percentages than the European average; in particular, in 2016 the EU-28 average is 14.2%, while in Italy the Neet are more than two million, which is the 24.3% of the reporting population. Previous studies suggested the implications of this issue with the condition of social inclusion/exclusion and many other social constructs, including: identity and agency, transition to adulthood and project skills, participation, trust and social relationships, the role of work and education/training. The general aim is to look into the Neet issue, through a psycho-social reading that can go beyond the typing surveys and can help to frame the issue in its becoming. The theoretical framework is the Social Representations Theory (Moscovici 1961/1976). More precisely, the emphasis is on the suggestions developed by Doise (1992), Marková (2003) and Camargo and Wachelke (2010). From a methodological point of view, the Grounded Theory approach was explored (Glaser e Strauss, 1967; Charmaz, 2006) and the research is composed by three integrated studies, each of which aims to deepen the object of study with different methods and tools (Flick, 2007; 2014). Specifically, the press was analysed by involving five Italian newspapers; a questionnaire was implemented and addressed to different groups of participants, according to their involvement with the Neet situation; the last study was developed through episodic semi-structured interviews with Neet. The results indicate an articulated social representation through the variables considered. In general, the issue consists of many references to work and aspects related to negative emotionality, partly balanced by some elements that refer to the possibility of having time for themselves and the opportunity to get involved. The long life learning concept is more less present.