Vol. 21 No. 44 (2024): School (and other places of education and training) is for everyone?

Published: 31-05-2024

Call 44 - School (and other places of education and training) is for everyone?

• The merit is not for everyone: paradoxes of an ideological model of today's school.

  Paolo Vittoria, Roberto Alessandrini

  3 - 11

  • pdf (Italiano)

• Commitment and project for education. Pedagogical scenarios

  Cristian Righettini

  12 - 21

  • pdf (Italiano)

• L'implementazione della missione educativa della scuola attraverso uno sviluppo umano globale e armonioso

  Viviana De Angelis

  22 - 33

  • pdf

• Intercultural dynamics in 0-6 educational contexts. For an inclusive and sustainable society

  Teresa Giovanazzi

  34 - 43

  • pdf (Italiano)

• Learning pathways for and with youth. One Year after the European Year of Youth

  Agnese Rosati, Edoardo Renzi

  44 - 52

  • pdf (Italiano)

• Educating for a green transition: youth for sustainability

  Serena Mazzoli

  53 - 60

  • pdf (Italiano)

• Education in response of climate change and social inequity. The ecological and global citizenship

  Giampaolo Sabino

  61 - 70

  • pdf (Italiano)

• The educational function of possible worlds

  Enrico Orsenigo, Maria Valentini

  71 - 81

  • pdf (Italiano)

• Educational resilience. A university mission for pedagogical professions

  Simona Sandrini

  82 - 91

  • pdf (Italiano)

• Social theatre: A Bridge for Interculturalism and a New Global Humanism

  Viviana De Angelis

  92 - 105

  • pdf (Italiano)

• Toward an inclusive school organizational culture. The Territorial Center Inclusion, an educational scenario

  Valentina Meneghel

  106 - 115

  • pdf (Italiano)

• Innovating the training offer of the Provincial Centers for Adult Education: a strategy to guarantee inclusion

  Giovanni Di Pinto

  116 - 125

  • pdf (Italiano)

• The value of participative projects for a new school generative of inclusive territories

  Corrado Russo

  126 - 137

  • pdf (Italiano)

• Coding and Logic in Schools: Developing Soft Skills with PROLOG

  Maurizio Pattoia

  138 - 150

  • pdf (Italiano)

• The origins of the conflict between school and family – the teachers’ voice

  Michela Bettinelli, Roberta Cardarello

  151 - 163

  • pdf (Italiano)

• “Gender equality” goal. Guidelines for implementing the principle of gender equality in primary school textbooks.

  Irene Biemmi

  164 - 175

  • pdf (Italiano)

• “Ricomincio da tre”: An inclusive pedagogical model for tackling school dropout

  Chiara Biasin, Francesca Boscaini

  176 - 187

  • pdf (Italiano)

• Pedagogical reflection and Generation Z, investigating consumption to educate for sustainability

  Elisa Zane

  188 - 197

  • pdf (Italiano)

• Students with a migratory background and higher education: the state of the art of research

  Francesca Peresson, Anna Serbati, Paola Venuti

  198 - 206

  • pdf (Italiano)

• Educatori maschi nella ECEC in Italia: Traiettorie e Narrazioni per Sfidare la Segregazione di Genere nell'Educazione Pre-scolare Inglese

  Greta Persico, Cristiana Ottaviano

  207 - 218

  • pdf

• Understanding adolescents’ imaginary: a reflection through cross-media narratives for adolescents

  Paola Cortiana

  219 - 231

  • pdf (Italiano)

• Intergenerational Learning for developing LifeComp: a case study

  Barbara Baschiera

  232 - 246

  • pdf (Italiano)

• Autobiographical narrative as a means to promote self-orienting and inclusive processes in SEN teacher training courses

  Giusi Castellana

  247 - 265

  • pdf (Italiano)

• Analysis of the current training model of specialized support teachers at the University of Verona: a longitudinal study spanning four cycles

  Fabio Corsi

  266 - 287

  • pdf (Italiano)

• How cool are multi-age classes! Age heterogeneity as a pedagogical adventure between equity and creativity.

  Valerio Ferrero

  288 - 298

  • pdf (Italiano)

• Towards inclusive physical education: a qualitative study on teaching practices and challenges in Italian schools.

  Enrico Miatto, Claudia Maulini

  299 - 311

  • pdf (Italiano)

• Gamification in physical education: exploring efficacy, challenges, and ethical considerations

  Ferdinando Cereda

  312 - 326

  • pdf (Italiano)

• The Educational Effectiveness of E-Learning in a COMMUNITY PEDAGOGY COURSE: A New Scenario for Meaningful Learning

  Eleonora Spada, Elena Mignosi

  327 - 338

  • pdf (Italiano)

• Promoting self-regulated learning to reduce educational inequalities

  Conny De Vincenzo

  339 - 348

  • pdf (Italiano)

• CPIA and education in prison. Andragogic skills to foster inclusive pathways for detained students

  Paolo Di Rienzo, Serra Giovanni

  349 - 361

  • pdf (Italiano)

• Assessment Practices in Educational Innovation: A Multi-Case Analysis in Catalan Schools

  David Martínez-Maireles

  362 - 376

  • pdf (Italiano)

Reviews

• Recensione del volume di V. Gallese e U. Morelli, Che cosa significa essere umani? Corpo, cervello e relazione per vivere nel presente, Raffaello Cortina Editore, Milano 2024, pp. 230.

  Enrico Orsenigo

  426 - 428

  • pdf (Italiano)

Good practices and experiences

• The co-construction of a tool: the Toolkit for collaboration between schools and the educational third sector

  Lorenza Orlandini, Patrizia Lotti, Massimiliano Naldini

  377 - 382

  • pdf (Italiano)

• Towards a pedagogy of childhood 0-6. Community of practice for an integrated training system of teachers and educators

  Maria Buccolo

  383 - 393

  • pdf (Italiano)

• The Theatre of the Oppressed in the ELE classroom: a possible didactic inclusive resource.

  Alice Fatone

  394 - 404

  • pdf (Italiano)

• An experience of inclusive education STEM inspired and Ecology applied

  Paola Polimeno, Franca Sangiorgio

  405 - 414

  • pdf (Italiano)

• The multisensory wood: an educational experience in pre-school.

  Rosanna Di Vagno, Maria Sacco

  415 - 425

  • pdf (Italiano)