The case of Rossino primary school: An experience of collaboration between school and territory

Abstract

This paper presents the longstanding tradition of Rossino Primary School, which has been attempting to resist closure by offering innovative teachinglearning methods and engaging with the local community (Strike, 2008; Mangione & Calzone, 2018). Unfortunately, the current 2019–2020 school year is the third consecutive year when no first-grade class has been created, based on the number of pupils enrolled the previous spring. My aim is therefore to give voice to teachers who have been fighting for years to keep the school open, and to report on the educational journey undertaken by the school, which has led it to become a hub of culture, socialization and participation within a community at risk of gradually losing its identity in an era of progressive economic rationalization.