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Inclusive Education in Emergency: Cooperazione Interuniversitaria per la Formazione dei futuri insegnanti in Palestina
No full textIl contributo intende presentare un intervento di co-progettazione interuniversitaria, nell’ambito della cooperazione internazionale, volto alla formazione iniziale degli insegnanti sulle tematiche dell’inclusione scolastica nel contesto emergenziale palestinese. Nello specifico, lo studio approfondisce il processo di co-progettazione nato dalla cooperazione tra due team di docenti appartenenti, rispettivamente, all'Università di Macerata e alla Al-Quds University di Gerusalemme Est. Il percorso di co-progettazione evidenzia la centralità dei processi educativi inclusivi nella promozione del benessere e della Qualità di Vita delle comunità educative in situazioni di emergenza strutturale, come nel caso della Palestina. L’approccio partecipativo della progettazione diventa essenziale per promuovere l’empowerment degli interlocutori locali e la co-costruzione di framework teorici e metodologici condivisi per l’inclusione. In questa direzione, il confronto pedagogico tra contesti differenti può costituire uno strumento strategico per innescare processi trasformativi di fronte le molteplici sfide insite nei contesti ad alta complessità, co-costruendo traiettorie significative per i bisogni educativi di tutta la popolazione scolastica
Navigating insecurity: the role of generative AI in transforming education and empowering educators
No full textRecent data on changes in the Human Development Index (HDI) reveal that over six in seven people worldwide experience feelings of insecurity (UNPD, 2022). This pervasive insecurity is undermining social, economic, and political structures, as less secure individuals exhibit lower levels of trust and a greater propensity toward extreme political views (Beck, 1992; 2006). Transformations in social conditions are reshaping subjective perceptions of trust, self-esteem, and autonomy, with significant implications for learning and cultural growth. Against this backdrop, recent developments in Generative AI (GenAI) hold the potential to transform educational and assessment practices, while simultaneously raising critical ethical and pedagogical concerns (Corsi, 2024). This article investigates the evolving relationship between AI and edu-cation, with particular attention to the challenges and opportunities it presents. It emphasizes the urgent need to support educators in the informed, responsible, and transparent integration of AI based tools, empower-ing them to critically engage with technology in ways that uphold democratic values
Una comunità scientifica che rilegge il suo passato. Introduzione alla raccolta di studi su Mezzo secolo di ricerca storico educativa in Italia
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Lavori e obiettivi della Commissione straordinaria per il contrasto dei fenomeni di intolleranza, razzismo, antisemitismo, istigazione all’odio e alla violenza
No full textArtificial Intelligence and Instructional Design: A Systematic Review in Higher Education
No full textRhetorical questions and epistemic stance in an Italian Facebook corpus during the COVID-19 pandemic
No full textThis study aims to investigate rhetorical questions (RQs) from the perspective of epistemic stance.
The quantitative and qualitative analysis was conducted on a corpus consisting of a set of comments extracted
from the Facebook page of a major Italian newspaper (Il Corriere della Sera) regarding the news of the
suspension of the AstraZeneca vaccine in March 2021. The theoretical framework for analysing the comments
containing RQs was the KUB (Knowing, Unknowing, Believing) epistemic model. The main objectives of the
study were (1) to analyse the linguistic and epistemic structure of the 75 RQs present in the corpus; (2) to
identify the epistemic stance of the questioner, focussing on the implicit assertion of the RQs and demonstrating
how it can be not only strong (i.e. from a Knowing/Certain position), as commonly claimed in the
literature, but also mitigated (i.e. from a Believing/Uncertain position), without losing its rhetorical value.
Besides addressing these research questions, the study identified three specific types of RQs in addition to the
common type (the most studied in the literature): adynatic (or RQs of impossibility), deontic (or RQs of duty/
obligation), and epistemic (or RQs of belief)
Tigres, puñales, haikus. Atlas de J. L. Borges y la ciencia de los signos de Ch. S. Peirce
No full textJorge Luis Borges cuando cita en un pasaje de Atlas (1984) una frase de Emerson: “el lenguaje es poesía fósil” (1999: 85) parece estar confesando el propósito de su penúltimo libro: capturar arqueológica y poéticamente el alma semiótica de cosas, artefactos, animales, momentos, experiencias y espacios culturales.
El interés de este artículo, que se inspira en estas palabras que he citado del autor argentino, consiste en analizar el punto de convergencia de conceptos clave de la ciencia semiótica interpretativa del filósofo estadounidense Charles S. Peirce (1839-1914), y su posterior aplicación en el ámbito de la ergonomía y del design, con ideas sorprendentemente afines que expone Borges tanto en algunos de sus escritos breves llamados “medidos” –que navegan en el cruce entre ensayo, cuento y poema–, como en los textos poéticos que forman parte de este pequeño volumen
Pedagogical Cataloguing: Proposing Initial Cataloguing Activities to be linked to School Activities
No full textRelational Meanings of AI in Disability Care: An Intersectional, Arts-Based Inquiry
No full textArtificial intelligence (AI) is increasingly integrated into care systems, yet little is known about how care service providers perceive and respond to AI in their service provision in the context of supporting culturally and linguistically diverse migrants with disabilities. This study draws on an intersectionality-informed, arts-based research approach to explore how care providers make sense of AI, with attention to how their perceptions are shaped by social identities, professional experiences, and media narratives. A one-act play, constructed from data collected through participatory workshops with 15 care providers, illustrates that participants engage with AI as a relational, emotionally charged, and socially situated phenomenon. Their understanding reflected intersecting experiences of racialization, migration, gender, and labor precarity, as well as exposure to dominant media portrayals of AI. Their narratives showed a mix of fear, ambivalence, and cautious optimism rooted in concern about job security and loss of relational care, alongside hopes that AI might enhance accessibility and reduce human error. The play-based format captured the dialogic, affective, and embodied dimensions of participants’ meaning-making, challenging technocratic and disembodied ways of knowing about AI and care. Findings suggest that inclusive and reflective spaces are critical for care providers to engage meaningfully with AI technologies and that intersectionality must inform the design, governance, and implementation of AI in care settings