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Burgio, G. (a cura di), Comprendere il bullismo femminile. Genere, dinamiche relazionali, rappresentazioni, FrancoAngeli, Milano 2018, pp. 158.
No full textLa vulnerabilità “socialmente costruita” dei lavoratori agricoli in Messico: paternalismo e lavoro non libero/The "socially constructed" vulnerability of agricultural workers in an enclave of Mexico: paternalism and non-free work
No full textChanges and innovations in the production of table grapes in an agro-export enclave in Mexico have brought with them forms of labor management that ensure a more intensive system of work and, at the same time, neutralize confrontations between capital and labor. To achieve this, it has been essential to build a labor market in which several mechanisms are unfold and reveal what has been called “non-free work” and paternalistic systems of labor intermediation. In this article the authors analyze the game of values that legitimize the infringement of vulnerable workers to demand their maximum performance, availability and docility. The systems of labor intermediation are the privileged actors to stage a complicated exchange of loyalties and mutual obligations, in which the final balance benefits the agribusinesses.Keywords: Agroindustry; Agricultural Labor Markets; Labor Intermediation Systems; Non-Free Labor; Social Vulnerability
Perceptions and experiences of a sample of non-traditional students in transition from Higher Education to the Labour Market in Western Sicily
No full textIn recent years, a long economic crisis has affected the occupational opportunities of young people. In Italy, unemployment among 20-34 year olds has reached percentage values as high as 40%. The purpose of this work has been to investigate perceptions and expectations of a group of non-traditional students about to graduate in Western Sicily. A group of 200 non-traditional students (112F/88M) attending final year classes in four randomly selected university courses were interviewed using a 25 item questionnaire. The students selected were concerned about the post-graduation period, and all complained about the scarcity of employment opportunities in the south of Italy. Indeed, a distance remains between education, market dynamics and employers. Education to produce skilled graduates therefore becomes crucial and requires a new pathway derived from a better insight into the youth labour market
Hildesheimer e l'elemento ebraico
No full textThe paper investigates Hildesheimer’s relationship to Judaism through the analysis of two main elements. The first one is the correspondence between the author and his parents who lived in Palestine/Israel: it started in the second half of the 1930s and stopped in 1962. The second one is the author’s radio speech Mein Judentum (1978); here, Hildesheimer’s attitude is complex, provocative and paradoxical. Judaism did not play a marginal role in the author’s life; he mainly felt it as Heimatlosigkeit, but also as a belonging to a community that was fated, and often imposed and determined by external pressure and antisemitism
La cura degli altri è cura del vivere civile: i “piccoli gesti profetici del CeIs di Pesaro”
No full textThis article shows the history, the values and the activity of Centro Italiano di Solidarietà (CeIs) of Pesaro, non-profit association hocked from over forty years to be from the part of the most fragile people, of those That are deprived of relationship, sick and marginalized. The method of activity and the civil testimony that have been developed by the CeIs derive from the community experience inaugurated by Don Gaudiano and by the people that they have decided to experiment a style of life founded on the interdependence and on the relationship of daily care, on the listening ability, and on the development of competences of autonomy of the supported people. According with a Socratic method, the CeIs has always managed own social work. In cooperation with the public service, with the intent to stimulate answers of care stamped on the universality of rights and on the respect of every person.Riassunto: Questo articolo illustra la storia, i valori e le attività del Centro Italiano di Solidarietà (CeIs) di Pesaro, associazione senza scopo di lucro che si occupa da oltre quaranta anni di stare dalla parte delle persone più fragili, di quelle che sono prive di relazione, malate e marginalizzate. Il metodo di lavoro e la testimonianza civile che sono stati sviluppati dal CeIs derivano dall’esperienza comunitaria inaugurata da Don Gaudiano e dalle persone che hanno deciso di sperimentare uno stile di vita basato sulla interdipendenza e sulla relazione di cura quotidiana, sull’ascolto e sullo sviluppo di competenze di autonomia delle persone aiutate. Seguendo una pedagogia improntata sul metodo socratico, il CeIs ha gestito il lavoro sociale sempre in cooperazione con il servizio pubblico con l’intento di stimolare risposte di cura improntate sull’universalità dei diritti e sul rispetto di ogni persona
El Programa Escuela Nueva 21 en Cataluña (España): Prácticas de Éxito para Combatir el Abandono Escolar Prematuro
No full textThe Program Escola Nova 21, sponsored by the UNESCO, the ‘Fundació Jaume Bofill’, the ‘Universidad Oberta de Catalunya’ and the ‘Obra Social La Caixa’, has recently been implemented in Cataluña, with the aim of accompanying the schools to develop and to share advanced educational practices that equip students with the required competencies to be able to live, successfully, in the XXI century. Within the framework of this program, this article analyses the practices, recognised as successful experiences, which have been implemented in two secondary schools (public schools) in order to combat school failure, prevent early school leaving and foster the enrolment in post-compulsory studies. The article also focuses on the most important factors that influence the success of such practices and their transfer to other schools. To do so, documentary analysis, observations and in-depth interviews have been carried out with members of the management teams, school counsellors, teachers, and members of the AMPA (Parent associations). Resumen: Recientemente se ha implementado en Cataluña el Programa Escola Nova 21, auspiciado por la UNESCO, la Fundación Jaume Bofill, la Universidad Abierta de Cataluña y la Obra Social La Caixa, con el objetivo de acompañar a los centros educativos para desarrollar y compartir prácticas educativas avanzadas que doten al alumnado de las competencias necesarias para una vida plena en el siglo XXI. En el marco de este programa, este artículo analiza las prácticas, reconocidas como experiencias de éxito, llevadas a cabo en dos institutos de secundaria públicos para combatir y prevenir el abandono escolar prematuro y promover la continuación de los estudios postobligatorios, así como los factores más influyentes que inciden en el éxito de dichas prácticas y su posible transferencia a otros centros. Para ello, se han llevado a cabo observaciones, análisis documental y entrevistas en profundidad a miembros de los equipos directivos, orientadores del centro y docentes, y miembros de las juntas de AMPA
QUALE FORMA DI VITA? L’autismo nell’epoca del Social Communication Questionnaire
No full textWhat Form of life? Autism in the age of the Social Communication QuestionnaireThe article is divided into two parts. The first discusses the notion of “form of life”. In contemporary philosophical debate, this expression has acquired a significant role. Its theoretical topicality has shown an unusual convergence with the growing scientific interest in autistic spectrum disorders. The second is an in-depth discussion on the philosophical assumptions on which the internationally widespread diagnostic test of autism that is currently being distributed in Italian schools seems to be based (the Social Communication Questionnaire), in order to show its inconsistencies and weaknesses
LIVING A "NORMAL" LIFE. Perceptions and practices of albinism in the wake of humanitarianism
No full textLiving a “normal” life. Perceptions and practices of albinism in the wake of humanitarianismThe present article highlights ideas, discourses, and practices of people with albinism in the wake of humanitarian actions and (inter)national media debates about the stigma and social issues they face in Tanzania. Based on 11 months of qualitative research, the analysis reveals how perceptions of albinism are linked to moral/religious and local ideas, global circulation of humanitarian practices and (bio)medical information on the congenital condition. Therefore, the ethnographic findings demonstrate that values originating at the global level and (bio)medical explanations of albinism influence how people with albinism perceive and make sense of the congenital condition
SCIENCE FICTION LITERATURE AS LAW. Spunti per un superamento delle Leggi della Robotica di Asimov/SCIENCE FICTION LITERATURE AS LAW. Ideas for overcoming Asimov's Robotics Laws
No full textIn 1950, the famous science fiction writer Isaac Asimov created his firstcollection of short stories about robots (“I, Robot”). Through its first stories– as well as in the following decades – Asimov contributed to spreada human-friendly robot type, who induced a serious paradigm shift in thecollective imagination. At the same time, the famous Three Laws of Robotics– invented by Asimov in order to keep under control the actions ofrobots (considered as slaves) and to prevent robots from injuring humanlife – represent a strongly anthropocentric model.Firstly, the current paper describes the origin and the development of thescience fiction literature introduced by Isaac Asimov. Secondly, by adoptinga legal point of view, the paper argues how the Asimov’s ideology istotally incompatible with the contemporary movement on the non-humanbeings’ self-determination and rights
Educazione alla cura per promuovere forme di cittadinanza attiva e democratica. Il ruolo della scuola
No full textThe central issue of this paper is related to which model of school could be considered appropriate in the current society, increasingly dominated by the neoliberal logic of profit and training understood as the acquisition of those skills necessary to enter in the world of work. A solution could be replacing the paradigm of human capital, with the paradigm of human development (Baldacci, 2014), which considers development in terms of expansion of the substantial freedoms of human beings (Nussbaum, 2006, 2011; Sen, 2001). One of the possible paths, according to Martha Nussbaum (2006, 2011), is to maintain access to that knowledge that nourishes freedom of thought and speech, the autonomy of judgment, the ability to think critically and to tackle problems as citizens of the world. The objectives of education move away from the logic of profit to build free people, with a critical mind, open to listening and dialogue, people able to deal with human inadequacies and fragility and who are not afraid of minorities. Only through this educational model will it be possible to fight stereotypes often linked to ethnic, cultural and gender differences and to promote forms of care education for oneself and for others.Riassunto: La questione che intende affrontare questo contributo è relativa a quale modello di scuola possa funzionare nella società attuale, sempre più dominata dalla logica neoliberista del profitto e della formazione intesa come acquisizione di quelle competenze necessarie ad entrare nel mondo del lavoro. Una soluzione potrebbe essere quella di sostituire al paradigma del capitale umano, quello dello sviluppo umano (cfr. Baldacci, 2014), che considera lo sviluppo in termini di espansione delle libertà sostanziali degli esseri umani (cfr. Sen, 2001; Nussbaum, 2006, 2011). Uno dei percorsi realizzabili secondo Martha Nussbaum (2006, 2011) è quello di mantenere l’accesso a quella conoscenza che nutre la libertà di pensiero e di parola, l’autonomia del giudizio, la capacità di pensare criticamente e di affrontare i problemi come cittadini e cittadine del mondo. Gli obiettivi dell’istruzione si allontanano così dalla logica del profitto e sono mirati a formare persone libere, con una mente critica, aperta all’ascolto e al dialogo, persone in grado di confrontarsi con le inadeguatezze e con la fragilità umane e che non hanno paura delle minoranze. Solo attraverso questo modello educativo, sarà possibile combattere gli stereotipi spesso collegati alle differenze etcniche, culturali, di genere e promuovere forme di educazione alla cura verso se stessi e verso gli altri.