Shaping Education: Innovation, Identity, and Inclusion
DOI:
https://doi.org/10.7346/-fei-XXII-02-24_01Keywords:
Educational Innovation, Identity and Cultural Education, Inclusion and SustainabilityAbstract
Editorial for Formazione & insegnamento, 22(2). The editorial “Shaping Education: Innovation, Identity, and Inclusion” reflects on how education, inspired by the principles of Paulo Freire, can become a tool for social transformation. The issue explores three fundamental dimensions of contemporary education: innovation, identity, and inclusion. Innovation is seen not only as technological progress but also as a rethinking of educational practices. Identity emerges as the recognition and valorisation of cultural diversity within educational contexts. Inclusion is proposed as a guiding principle aimed at ensuring equal and universal access to learning. This issue of the journal offers insights and reflections on how these dimensions intertwine, building a more just, equitable, and inclusive educational system.
References
Balzano, G. (2024). Communication as Training: Media, Language and Socio-Political Engagement. Formazione & insegnamento, 22(2), 7396. https://ojs.pensamultimedia.it/index.php/siref/article/view/7396
Beas Miranda, M., & Boschi, C. (2024). Reading and generation of knowledge. Formazione & insegnamento, 22(2), 7308. https://ojs.pensamultimedia.it/index.php/siref/article/view/7308
Boccacci, D. (2024). Inside the Scene: Perceptions and Relationships between Teachers through Forum Theatre. Formazione & insegnamento, 22(2), 7287. https://ojs.pensamultimedia.it/index.php/siref/article/view/7287
Carletti, C. (2024). Orienting Educational and Teaching Actions Through Caring Practices for Individual, Social and Environmental Sustainability. Formazione & insegnamento, 22(2), 7352. https://ojs.pensamultimedia.it/index.php/siref/article/view/7352
Cuppari, A., & Colucci, A. (2024). Rehabilitating Disability: Sensobiographic Walks for a City That Learns to Include. Formazione & insegnamento, 22(2), 7040. https://ojs.pensamultimedia.it/index.php/siref/article/view/7040
De Conti, M. (2024). Book Review of ‘Il paradigma differente: L’educazione ambientale per i più piccoli’ by Anita Gramigna: Rethinking Environmental Education for the Youngest Through a Holistic Approach. Formazione & insegnamento, 22(2), 7305. https://ojs.pensamultimedia.it/index.php/siref/article/view/7305
Freire, P. (1974). Pedagogia do Oprimido. Paz e Terra.
Ganino, G., La Vecchia, L., & Zappaterra, T. (2024). Media Education and Audiovisual Creative Practices Between Formal and Non-Formal Education: The Proposal for a Teaching Model for High Schools. Formazione & Insegnamento, 22(2), 7243. https://ojs.pensamultimedia.it/index.php/siref/article/view/7243
Gramigna, A. (2024). Educating the Children of Malinche: Identity and Modernity in Octavio Paz. Formazione & insegnamento, 22(2), 7245. https://ojs.pensamultimedia.it/index.php/siref/article/view/7245
Greco, G., Poli, L., Petrelli, A., Fischetti, F., & Cataldi, S. (2024). Physical Education and Sport: A Path to Inclusiveness, Equality and Sustainable Development. Formazione & insegnamento, 22(2), 7171. https://ojs.pensamultimedia.it/index.php/siref/article/view/7171
Gualdaroni, F., & Marcelli, A. M. (2024). The Gettatelli: Educational Dimensions of Institutionalized Care for Abandoned Newborns in Renaissance Tuscan Hospitals. Formazione & Insegnamento, 22(2), 7401. https://ojs.pensamultimedia.it/index.php/siref/article/view/7401
Macale, C. (2024). ‘We made an intercultural religion’: Educational reflections after an experimental Catholic Religious Education (IRC) pathway towards a new research project. Formazione & insegnamento, 22(2), 7342. https://ojs.pensamultimedia.it/index.php/siref/article/view/7342
Martínez-Maireles, D. (2024). The Assessment Process: A Multi-Level Model for Configuring and Analyzing Assessment Practices. Formazione & insegnamento, 22(2), 7236. https://ojs.pensamultimedia.it/index.php/siref/article/view/7236
Mazzoli, S. (2024). Lifelong Learning and New Competences: A Trans-Disciplinary Study on the Phenomenon of Inactivity in Adult Men. Formazione & Insegnamento, 22(2), 7364. https://ojs.pensamultimedia.it/index.php/siref/article/view/7364
Mercer, S. O., Falzone, Y., & La Marca, A. (2024). Exploratory Factor Analysis of TPACK: assessing construct validity in the context of Italian future teachers. Formazione & Insegnamento, 22(2), 7341. https://ojs.pensamultimedia.it/index.php/siref/article/view/7341
Natalini, A., Orecchio, F., & Giuliani, D. (2024). Narrative in Teaching-Learning Processes Through the Virtual Worlds of the Metaverse. Formazione & insegnamento, 22(2), 7411. Narrative in teaching-learning processes through the virtual worlds of the metaverse
Nizzolino, S. (2024). Artificial Intelligence in the European approach to Education: Perspectives, perceptions, and mistrust. Formazione & Insegnamento, 22(2), 7030. https://ojs.pensamultimedia.it/index.php/siref/article/view/7030
Pereira, P. C. S., & Coimbra, M. A. (2024). The Disturbing Dazzle of Digital Friendships: A Viewpoint from the Nicomachean Ethics. Formazione & Insegnamento, 22(2), 7398. https://ojs.pensamultimedia.it/index.php/siref/article/view/7398
Petrassi, D. (2024). Integrating ChatGPT as a Learning Tool: Potential Benefits and Critical Considerations. Formazione & Insegnamento, 22(2), 7328. https://ojs.pensamultimedia.it/index.php/siref/article/view/7328
Restiglian, E., & Busato, S. (2024). Homeschooling: A Multiple Case Analysis. Formazione & insegnamento, 22(2), 7244. https://ojs.pensamultimedia.it/index.php/siref/article/view/7244
Salerno, V., Salvin, A., Rigoni, L., & Marcelli, A. M. (2024). ‘Points License’ as a Training Practice: Experimentation in a Vocational Training Centre in Friuli-Venezia Giulia. Formazione & insegnamento, 22(2), 6835.
Sancen Contreras, F. J. (2024). Knowledge and Society: Dynamic Education. Formazione & insegnamento, 22(2), 7307. https://ojs.pensamultimedia.it/index.php/siref/article/view/7307
Silva, D. L. da, Doria, B., Picasso, F., & Serbati, A. (2024). The Role of Students in the Professional Development of University Teachers: The REFLECT Model. Formazione & insegnamento, 22(2), 7312. https://ojs.pensamultimedia.it/index.php/siref/article/view/7312
Tino, C. (2024). Developing a Culture for Sustainable Development in Schools: Practices and Functions of Educational Leaders. Formazione & insegnamento, 22(2), 7139. https://ojs.pensamultimedia.it/index.php/siref/article/view/7139
Zane, E. (2024). The Challenge of University Dropout for Pedagogical Reflection: From Silent Students to Talent Valuation. Formazione & insegnamento, 22(2), 7363. https://ojs.pensamultimedia.it/index.php/siref/article/view/7363
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Andrea Mattia Marcelli
This work is licensed under a Creative Commons Attribution 4.0 International License.
Formazione & insegnamento is distributed under Attribution 4.0 International (CC BY 4.0).
For further details, please refer to our Repository & Archiving Policy, as well as our Copyright & Licensing Terms.
