Adolescenti a rischio tra emergenza e rottamazione dell’io: la relazione educativa oltre il know-how delle tecniche in un progetto di cooperazione in Africa

Abstract

The educational emergency of an incoming generation of “difficult” adolescents being at the threshold of diverse cultural worlds is introduced and discussed starting from the practice of an international cooperation project in Kenya. Six years of work within the local Juvenile Justice System stagnated on techniques which fragment the psychological identity of children and adolescents at risk have allowed developing educational programmes which integrate institutional and community care.