Italian Journal of Sociology of Education最新文献_第2页

“He Was as If on the Moon”. The Relevance of Narratives Told by Teachers in the Understanding of Transnational Experiences Lived by Children "他好像在月球上"教师叙述在理解儿童跨国经历中的相关性

Italian Journal of Sociology of Education Pub Date : 2020-01-01 DOI: 10.14658/PUPJ-IJSE-2020-1-13

Sara Amadasi

{"title":"“He Was as If on the Moon”. The Relevance of Narratives Told by Teachers in the Understanding of Transnational Experiences Lived by Children","authors":"Sara Amadasi","doi":"10.14658/PUPJ-IJSE-2020-1-13","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2020-1-13","url":null,"abstract":"In the last decades, some students with a migration background, included in Italian schools, have lived experiences of temporal return trips to their or their parent’s countries of departure. These journeys can take place during summer holidays or in the school year. The relationships with multiple places that children maintain through these visits feed reflections upon the role of children in social processes, highlighting their deep involvement in global and transnational dynamics. However, when taking place in the school year, these journeys are frequently interpreted by teachers as ruptures within the school system. This paper, based on interviews realized with teachers in two primary schools and one first-grade secondary school, aims to present narratives of teachers on transnational experiences of students and shed light on the social changes the school faces. The purpose is to analyze the meanings that transnational mobility acquires in these interviews. The main narrative of discontinuity associated with these journeys is analyzed in its connection to concepts such as culture and identity, to reflect on how the educational system deals with unexpected elements that introduce additional complexity to its structure and the link these meanings have with the reproduction of established interpretations of culture.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"12 1","pages":"226-248"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66795154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

From Segregation to Inclusion: the Case of Kosovo 从隔离到包容:科索沃的案例

Italian Journal of Sociology of Education Pub Date : 2020-01-01 DOI: 10.14658/PUPJ-IJSE-2020-2-9

Naser Zabeli, Blerta Perolli-Shehu, Majlinda Gjelaj

{"title":"From Segregation to Inclusion: the Case of Kosovo","authors":"Naser Zabeli, Blerta Perolli-Shehu, Majlinda Gjelaj","doi":"10.14658/PUPJ-IJSE-2020-2-9","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2020-2-9","url":null,"abstract":"Implementing inclusive education is a challenge for each educational system. Conceptualizing inclusion and implementation practice depends primarily on cultural contexts as well as on the educational systems in different countries. Kosovo, like other countries, has experienced the road from segregation towards inclusion and faces many challenges with the practice of inclusion. Following a qualitative approach, the study focused on the analysis of the legal and pedagogical documents related to inclusive education in Kosovo. Moreover, the study also explores teacher attitudes and understanding of inclusion and identifies the needs and challenges faced with the implementation of inclusion in Kosovo. The data were collected from two focus groups (one with nine teachers from regular schools, and the other with seven teachers from resource centres) and semi-structured interviews with six teachers from regular classrooms. Results were analysed and interpreted based on the thematic analysis method. The study showed that the participants are clear on the legislation and pedagogical documents and consider them well drafted. Participants argue that good inclusive practices do exist where teachers have invested in their training and professional development. The study also showed that teachers need adequate training to work successfully with students with special needs, even as they face numerous challenges in the process of transition from schools or special classes to inclusive classes. Through describing the situation about inclusive education in Kosovo, this paper documents the transition and lays out the present achievements and challenges which will support the next steps in implementing inclusive education in the future.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"12 1","pages":"201-225"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66795070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Early School Leaving in Europe: a Complex Phenomenon Studied Through Mul-tidimensional Approach. 欧洲的早退:一个复杂的现象:多维视角下的研究。

Italian Journal of Sociology of Education Pub Date : 2020-01-01 DOI: 10.14658/PUPJ-IJSE-2020-3-9

S. Quarta

引用次数: 0

Humanization of Care and Culture of Welcome. The Bambino Gesù Children Hospital: a Case of Study 关怀的人性化和欢迎的文化。Bambino Gesù儿童医院:个案研究

Italian Journal of Sociology of Education Pub Date : 2020-01-01 DOI: 10.14658/PUPJ-IJSE-2020-3-7

A. Casavecchia

引用次数: 0

From the Child to the Pupil to the Child. Trust Based on Categorical Inequalities and the Quest for Alternatives Towards a More Inclusive Education 从孩子到学生再到孩子。基于绝对不平等的信任和对更具包容性教育的替代方案的探索

Italian Journal of Sociology of Education Pub Date : 2019-10-23 DOI: 10.14658/PUPJ-IJSE-2019-3-14

Federico Farini

{"title":"From the Child to the Pupil to the Child. Trust Based on Categorical Inequalities and the Quest for Alternatives Towards a More Inclusive Education","authors":"Federico Farini","doi":"10.14658/PUPJ-IJSE-2019-3-14","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2019-3-14","url":null,"abstract":"This article discusses the function of trust as a medium of communication specialised in creating the conditions for the acceptance of educational communication, therefore in creating the conditions for the education system to fulfil its societal function. The specific contribution offered by the article is to introduce a form of trust, trust based on categorical inequalities, arguing for its pivotal role in structuring educational communication. However, the article also discusses that, to fulfil its function, that is, to generate stability and allow expectations to be constructed, trust based on categorical inequalities legitimizes self-fulfilling prophecies of academic achievements and failures. The side effects of trust based on categorical inequalities are all related to dis-trust: marginalisation, disempowerment, exclusion of some children. Based on the argument developed, the article concludes by inviting reflection on possible, more inclusive, forms of trust that are based on the replacement of the pupil, the self-reassuring as well as daunting persona generated by the semantics of education, with the child, as the internal reference of the education system.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"11 1","pages":"246-264"},"PeriodicalIF":0.0,"publicationDate":"2019-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44035579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The sociology of education in Portugal: towards a renewed critical space 葡萄牙的教育社会学:走向一个新的批判空间

Italian Journal of Sociology of Education Pub Date : 2019-10-01 DOI: 10.14658/PUPJ-IJSE-2019-3-3

M. Alves, Leonor L. Torres, Bruno Dionísio

引用次数: 1

Narrative in Social Research: Between Tradition and Innovation 社会研究中的叙事:在传统与创新之间

Italian Journal of Sociology of Education Pub Date : 2019-01-01 DOI: 10.14658/PUPJ-IJSE-2019-2-2

M. C. Catone, P. Diana

引用次数: 2

Cultural Diversities Among Primary School Teachers: a Comparison Between Italy and Austria 小学教师的文化多样性:意大利与奥地利的比较

Italian Journal of Sociology of Education Pub Date : 2019-01-01 DOI: 10.14658/PUPJ-IJSE-2019-3-5

Arianna Luisa Cavaliere

{"title":"Cultural Diversities Among Primary School Teachers: a Comparison Between Italy and Austria","authors":"Arianna Luisa Cavaliere","doi":"10.14658/PUPJ-IJSE-2019-3-5","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2019-3-5","url":null,"abstract":"This research aims to understand whether, in which sense and to what extent the category of primary school teachers working in culturally and religiously diverse European schools and societies is itself internally diverse. Processes of globalization, migration and identity building represent the theoretical landscape of this comparative study, promoting the dialogue between Central and South European contexts – beyond political and epistemological relations of hegemony – in the face the contemporary global challenges. The research carried out in Graz (Austria) and in Milan (Italy) between 2016 and 2017, was based on semi-structured interviews, participant observations and immersive ethnography. A representative sample of 47 subjects including ongoing and future primary school teachers shared their opinions and representations about the existing and conceivable range of diversity – intended in accordance to the paradigm of complexity – in the teacher category. Tertiary teacher education emerges as featured by reflexivity and flexibility in Italy, by a stronger connection to schools and in-service teachers in Austria. Religions confirm their character of bright boundaries in both de-secularized, surprisingly still strongly Catholic societies, while the role of languages in incoming and outgoing mobility varies significantly between the two inquired contexts. Finally, we outline the advantages of diversity in teacher category.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"11 1","pages":"85-108"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66795032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Expansion and Reconfiguration of the Action of the University Teacher in Relation to ICT: a Qualitative Analysis 信息通信技术背景下高校教师行为的拓展与重构:一个定性分析

Italian Journal of Sociology of Education Pub Date : 2019-01-01 DOI: 10.14658/PUPJ-IJSE-2019-1-2

M. C. Catone, P. Diana

引用次数: 0

Literature as a Socio-Spatial Diagnosis Tool. Reporting the Dominant Emotions of the Città Diffusa of the Italian North-East Through Novels and Testimonies 文学作为社会空间诊断工具。从小说和证言看意大利东北部城市居民的主流情绪

Italian Journal of Sociology of Education Pub Date : 2019-01-01 DOI: 10.14658/PUPJ-IJSE-2019-2-10

Olga Tzatzadaki

{"title":"Literature as a Socio-Spatial Diagnosis Tool. Reporting the Dominant Emotions of the Città Diffusa of the Italian North-East Through Novels and Testimonies","authors":"Olga Tzatzadaki","doi":"10.14658/PUPJ-IJSE-2019-2-10","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2019-2-10","url":null,"abstract":"This paper argues on the use of narration (written and oral) as a socio-spatial diagnosis tool for urban studies. Throughout the use of literary work and the authors’ oral testimonies, we can deepen our knowledge on the dynamics of urban space and how this space is being related to the individual. In order to understand these dynamics, we need “bottom – up” tools for the interpretation of the urban space, that are born from inside the society itself. In order to respond to the needs of a particular society in urban planning, we need to know as much as possible about this society, and the authors inside of it, can reveal many of its hidden dimensions. The paper continues in reporting some of the results of a research done in the Italian North-East Region with the collaboration of four contemporary Italian authors of the Region. Through their novels and personal testimonies, we tried to understand what are the dominant emotions of an individual living in these territories, in relation to the space of the diffused city but also in relation to the local society. A particular mention to the emotion of fear is being reported entirely from the research.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":"11 1","pages":"191-217"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66794701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0