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Vol. 20 No. 2 (2022): In Dialogue: Places for Sustainable Education
Vol. 20 No. 2 (2022): In Dialogue: Places for Sustainable Education
Published:
2022-08-30
Front Matter
Front Matter
i-iv
PDF (Italiano)
Table of contents
Table of contents
v-vii
PDF (Italiano)
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
PDF (Italiano)
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
PDF
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
PDF (Italiano)
Residential childcare: A new educational perspective
Paola Bastianoni
255-267
PDF
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
PDF
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
PDF (Italiano)
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
PDF (Italiano)
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
PDF (Italiano)
Complexity and educating communities: Notes seen from an intercultural-education perspective
Davide Zoletto
404-410
PDF (Italiano)
Learning to learn through networks of practices: Information literacy and exploitation of the territory with the project “Leggere tutti”
Paola Cortiana
411-424
PDF (Italiano)
Waldorf schools: An examination of their methods and study plan in light of a critical reading of the Steinerian text
Fausto Finazzi
425-440
PDF (Italiano)
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)
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