Vol. 20 No. 2 (2022): In Dialogue: Places for Sustainable Education

View Vol. 20 No. 2 (2022): In Dialogue: Places for Sustainable Education

Editor: Rita Minello

Published: 2022-08-30

Front Matter

Front Matter

i-iv
- PDF (Italiano)

Table of contents

Table of contents

v-vii
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Editorial

Editorial – In Dialogue: Places for Sustainable Education

Rita Minello

viii-x
- PDF (Italiano)

Articles

Spaces for learning, places for relationships and democratic citizenship in the contemporary city

Raffaella Biagioli, José González Monteagudo, Clara Romero-Pérez, Maria Grazia Proli

1-13
- PDF (Italiano)
Small schools: Rethinking the forme scolaire for an educational compact that extends to the community and the territory

Rudi Bartolini, Giuseppina Rita Jose Mangione, Chiara Zanoccoli

14-35
- PDF (Italiano)
The postcolonial critique to continuing development education in sub-saharian Africa

Esoh Elamé

36-52
- PDF [Français] (Italiano)
Education, hospitality businesses and families: Ecosystem training for sustainable tourism

Teresa Giovanazzi

53-60
- PDF (Italiano)
Fostering Virtual Communities of Practice for the Professional Development of Support Teachers

Rossana Sicurello

61-74
- PDF (Italiano)
Teaching and Learning Centre: Analysis of Key Elements

Antonella Lotti, Anna Serbati, Beatrice Doria, Federica Picasso, Ettore Felisatti

75-88
- PDF (Italiano)
Facing Summer Learning Loss: The Interview as an Educational Strategy within the Relationship among School and Community Partners

Franco Passalacqua

89-106
- PDF (Italiano)
Global citizenship education: The competencies of teachers to promote the 2030 agenda through civic education

Rosaria Capobianco, Meri Cerrato

107-128
- PDF (Italiano)
Skills, rights and civic democracy: Citizenship education between equity, equal opportunities and learning

Antonella Nuzzaci, Fabio Orecchio

129-143
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The professional skills of male and female educators: Problems, research and perspectives

Patrizia Sposetti, Silvia Fioretti, Giordana Szpunar, Maria Grazia Rionero, Natalia Mazzocca

144-157
- PDF (Italiano)
“Action Competencies” and School Inclusion through Education for Sustainable Development

Matteo Maienza

158-164
- PDF (Italiano)
Rediscovering family relations through emotional education

Tommaso Farina, Grazia Romanazzi

165-172
- PDF (Italiano)
Which assessment do university students experience? First results from a field research

Katia Montalbetti

173-185
- PDF (Italiano)
Assessment and self-assessment: The portfolio tool and the proposal of the digital dossier

Vincenzo Nunzio Scalcione

186-198
- PDF (Italiano)
Mother Earth: An epistemic principle in the Otomí education

Anita Gramigna

15
- PDF (Italiano)
Post-qualitative Inquiry and CHAT’s Formative Interventions: Epistemological Legitimacy Beyond Methodological Concerns

Andrea Mattia Marcelli, Daniele Morselli

211-226
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Between nature and culture: For a pedagogical ontological turn in pedagogy

Antonio Donato

227-237
- PDF (Italiano)
A phenomenological and metacognitive pedagogy

Pietro Sacchelli

238-248
- PDF (Italiano)
The educational dilemma of a reactionary: Louis de Bonald’s Théorie de l'éducation sociale

Michele Lorè

249-254
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Residential childcare: A new educational perspective

Paola Bastianoni

255-267
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Music and sustainability: An educational proposal

Franco Pistono

268-275
- PDF (Italiano)
The pedagogist as diversity manager and mediator between University and Labour world

Rosa Galelli, Pasquale Renna, Aldo Amoia

276-286
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Uncertainty as an epistemic and pedagogical value of educational and formative ecosystems in the pedagogical anthropology of E. Morin: Field experience and a new paradigm in education

Vincenzo Salerno, Leonardo Rigoni

287-297
- PDF (Italiano)
Mafias between Education and Cultural Consumption: A Pedagogical Interpretation

Mario Caligiuri

298-313
- PDF (Italiano)
At the origins of school integration: A case study in the Pratozanino Asylum

Anita Maugeri

314-327
- PDF (Italiano)
Autism Spectrum Disorders in the Sars-Cov-2 period and parents’ stress: A case study

Roberto Melchiori, Francesco Maria Melchiori

328-349
- PDF (Italiano)
The professional needs of the territory and the training needs of students: CPIA’s planning in the PON

Valentina Pappalardo

351-361
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The origins of Georges Hébert’s Natural Method of Physical and Moral Education

Daniele Coco, Cinzia Angelini, Pierre Philippe-Meden, Diego Zarantonello, Francesco Casolo

362-373
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The development of personality through physical movement during infancy

Manuela Valentini, Silvia Ubertini

374-386
- PDF (Italiano)
Activities and outdoor play: Their benefits for physical, cognitive, and social learning and well-being

Alessandra Natalini, Fabio Orecchio

387-403
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Complexity and educating communities: Notes seen from an intercultural-education perspective

Davide Zoletto

404-410
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Learning to learn through networks of practices: Information literacy and exploitation of the territory with the project “Leggere tutti”

Paola Cortiana

411-424
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Waldorf schools: An examination of their methods and study plan in light of a critical reading of the Steinerian text

Fausto Finazzi

425-440
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Reviews

Gentile, G. (2021). Patria, nazione, fascismo: Scritti di politica (edizione a cura di H. A. Cavallera). Milano: Ugo Mursia, pp. 570

Michele Loré

441-443
- PDF (Italiano)