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They Called It Peace: Worlds of Imperial Violence: Lauren Benton, Princeton, Oxford, Beijing: Princeton University Press, 2024, 304 pp., ISBN 9780691248479
No full textLauren Benton’s new book, They Called It Peace, offers a comprehensive view of the various forms of violence that European empires deployed overseas from the early modern period to the 19th century. These forms of violence—ranging from household abuses and slavery to deliberate killings and mass exterminations—soon became routine mechanisms for maintaining colonial rule. As the author convincingly demonstrates through a solid theoretical framework and rich historical evidence, small wars were far from marginal, despite being represented as such by Europeans. Rather, they had global implications for legal, political, and cultural imaginaries, resonating to this day. This review aims to highlight the book’s important contributions to both the history of international law and global history
Beyond Technologies of Observation. Accepting Uncertainty in Disaster Risk Management
No full textThis short essay examines the current role of technologies of observation in disaster risk management, highlighting the limitations of relying solely on these systems to address extreme natural hazards. While advances in observation and prediction tools, such as seismographs, weather satellites, and early warning systems, have improved societies’ capacity to anticipate and mitigate disasters, these technologies are not without challenges. Complex socio-technical systems remain prone to failures, and are difficult to interpret. Overall, uncertainty often prevails during emergencies. Using examples from Chile and Spain, this paper argues that the focus of disaster management should shift from the enhancement of technological precision to empowering decision-makers and communities to act effectively under conditions of uncertainty. I propose focusing on improving situational assessments, by emphasizing the importance of interpretation, translation, and even improvisation
Emotions at Work: The Case of Chronic Illnesses in Academia
No full textGiven the large number of reported chronic diseases across several segments of the population, the article explores the relationship between having a chronic illness, emotions, and academic work. Based on interviews with university staff, collected in Italy between 2020 and 2023 within a national research project on gender dis/advantage in academia, the essay sheds light on the hidden dimensions of universities as organizational settings in which all members participate in the dual dynamics of “emotion work” and “emotional labor” (Hochschild, 1979 & 1983): two facets of one coin, which flips unequally on multiple grounds, evermore when the social management of health conditions comes into play. Results show that academics with chronic diseases have to face daily challenges in navigating perceived stigma and adhering to over-commitment and expected performance (even more so for non-tenure track positions). However, data also show that informal solidarity and self-resilience thrive among university staff, allowing an expressive space for emotions to promote a more inclusive work ethic in academia
The accessibility of workplaces: new challenges for equal opportunities in the AI era
No full textThe paper aims to examine the international principle of accessibility for persons with disabilities, emphasizing its significance in the current economic and social context. Drawing from the International and European legal provisions, the discussion focuses on the Italian case, both as a virtuous benchmark and as an effective representation of a standing framework. Set in the field of Labour Law, the issue is addressed by exacerbating the need to ensure accessibility not only in the workplaces stricto sensu, but also in the work organization as a whole, arguing that this challenge has become even more pressing in the AI era
Disruptive, yet inclusive AI: solution and boundaries from a labour law perspective.
No full textThe contribution focuses on the pursuit of inclusive AI application that not only outweigh the risks AI poses but actively commit to workers’ well-being and to fundamental rights, such as the right not to be discriminated against, also thanks to the involvement of all stakeholders from the outset. To this end and from a labour law perspective, the essay offers a conceptualization for the notion of inclusive AI at work and provides some examples, in order to assess their legal status in the risk pyramid within the recent Regulation (EU) 2024/1689. Secondly, it analyses regulatory techniques that can be mobilized within the European legal landscape to enforce this inclusive prerogative, since they impose an active duty on the employer to prevent and remove discrimination, thereby ensuring inclusion
Dal mito al copione teatrale: un percorso didattico con la scuola secondaria di primo grado
No full textThis paper outlines an educational experiment aimed at transforming narrative texts into theatrical scripts, with the goal of enhancing language awareness among middle school students through spoken and performed language. The project was structured in two parts (theoretical and practical): it began with the analysis of classical myths, which then were turned into a play by the students, using cooperative approach. Results, obtained through questionnaires and qualitative observations, show improvements in students’ linguistic and social skills, along with high levels of engagement in the project. Text dramatizing raised awareness of language while promoting educational inclusion and emotional well-being.Questo contributo descrive una sperimentazione didattica volta a trasformare testi narrativi in copioni teatrali, per stimolare la consapevolezza linguistica tra studenti di scuola secondaria di primo grado attraverso l’uso del linguaggio parlato e recitato. Il progetto, articolato in due moduli (teorico e pratico), ha preso avvio dall’analisi di miti classici, successivamente riscritti in chiave teatrale con un approccio collaborativo. I risultati, ottenuti tramite questionari e osservazioni qualitative, mostrano un miglioramento nelle competenze linguistiche e sociali degli studenti, accompagnato da un alto livello di soddisfazione per l’esperienza. La teatralizzazione dei testi ha dimostrato di stimolare la riflessione linguistica e di promuovere l’inclusività e il benessere emotivo degli studenti
Alunni di origine cinese nella scuola italiana: realtà, approcci, riflessioni
No full textThis paper describes a research experience on the learning of the Italian language by students of Chinese origin who are non-Italian speakers or have limited proficiency in Italian. After a brief overview of the Italian context regarding "foreign" students in schools and the relevant legislation, the research and the methodology used are described. Finally, following the analysis of the collected data (some of which were processed using the MAXQDA software), key focal points that emerged during the study are highlighted, and a teaching proposal is presented.Il contributo descrive un’esperienza di ricerca sull’apprendimento della lingua italiana da parte di apprendenti di origine cinese non (o poco) italofoni. Dopo un breve excursus sulla situazione italiana relativa agli studenti "stranieri" nella scuola e sulla normativa vigente, si descrivono la ricerca e la metodologia utilizzata. Infine, dopo l’analisi dei dati raccolti (alcuni con il software MAXQDA), si mettono in luce alcuni punti focali emersi durante lo studio e si presenta una proposta didattica
Recensione di Giada Pinzauti, La didattica dell’italiano “L2.0”. Riflessioni teoriche e proposte operative per l’insegnamento della lingua italiana a studenti stranieri dopo il 2021, Romagnano al Monte, Book Sprint, 2022
No full textLavoro sociale e approccio anti-oppressivo: pratiche educative e interventi abitativi con rom e sinti a Venezia
No full textThe contribution, using data from various studies conducted in different periods, reconstructs the twenty-year relationship between the social services of the Municipality of Venice and some Sinti and Harvati Roma families, primarily referring to interventions carried out in the area of housing. The article focuses particularly on the peculiar style of social and educational work present in the services that have dealt with Roma and Sinti over the years, reconstructing its origins, characteristics, and effects. This reconstruction leads to the argument that the educators employed in this and in other low-threshold services of the lagoon municipality adopt a modus operandi in tune with what Scarscelli (2022), based on the theoretical perspective of critical social work, defines as an anti-oppressive approach in social work. The contribution highlights how this relational and educational modality has fostered mutual learning and change in both parties: not only in the Roma and Sinti, who have undergone significant changes in their housing style, but also in the educators, who in their relationship with the former have modified their initial ideas in various circumstances and consequently recalibrated the proposed interventions.Il contributo, utilizzando dati di varie ricerche realizzate in periodi differenti, ricostruisce il rapporto ventennale tra i servizi sociali del Comune di Venezia e alcuni nuclei familiari di sinti e rom harvati, con riferimento prevalentemente agli interventi realizzati nell’ambito dell’abitare. L’articolo si sofferma in particolare sul peculiare stile di lavoro sociale ed educativo presente nei servizi che hanno seguito i rom e sinti negli anni, ricostruendone origini, caratteristiche ed effetti. Tale ricostruzione porta a sostenere che gli educatori impiegati in questo e in altri servizi di bassa soglia del comune lagunare adottino un modus operandi sintonico a quello che Scarscelli (2022), basandosi sulla prospettiva teorica del critical social work, definisce un approccio anti-oppressivo nel lavoro sociale. Nel contributo viene messo in luce come questa modalità relazionale ed educativa abbia favorito l’apprendimento reciproco e il cambiamento in entrambe le parti: non solo nei rom e sinti, interessati da rilevanti mutamenti nello stile abitativo, ma anche negli educatori, che nella relazione con i primi hanno modificato in varie circostanze le loro idee iniziali e ritarato conseguentemente gli interventi proposti
Tutorato e accompagnamento allo studio per il successo formativo e il contrasto allo stereotipo. Il progetto Sono capace nel Villaggio Sinti di Tortona (AL)
No full textThe paper presents the experience of the Terre di Mezzo Association in the Sinti Village of Tortona (AL). The project Sono capace has connected a double level: the students of the G. Peano High School of Tortona, engaged as tutors in a work-based learning program (PCTO); an effective action of support to the study of a group of minors (primary and lower secondary school) who live in the nomad camp of Tortona. Furthermore, a third level is the commitment of the association’s educators in organizing recreational-educational activities for all those involved, the high school students, the boys and girls of the village, to enhance the system dimension and promote real inclusion. The effectiveness is monitored in many areas of interest: the development of high school students’ skills - in addition to a change in terms of contrasting prejudices towards Sinti - and school support, for a better adherence to the educational path to protect and contrast dispersion, or simply prolonged periods of absence from school.Il contributo presenta l’esperienza dell’associazione Terre di Mezzo nel Villaggio Sinti di Tortona (AL). Il progetto Sono capace ha connesso un doppio livello formativo: da un lato gli studenti del Liceo G. Peano di Tortona, impegnati come tutor in un percorso per le competenze trasversali e l’orientamento (PCTO); dall’altro un’efficace azione di supporto allo studio di un gruppo di minori della scuola primaria e secondaria di I grado che vivono nel campo nomadi della città. Inoltre, un terzo livello vede l’impegno degli educatori dell’associazione nell’organizzazione di attività ludico-educative per tutti coloro che sono coinvolti - i liceali e i bambini del campo - per valorizzare la dimensione di sistema e promuovere una reale inclusione. L’efficacia è monitorata su più piani di interesse: lo sviluppo di competenze dei liceali - oltre a un cambiamento in termini di contrasto ai pregiudizi nei confronti di rom e sinti - e il sostegno scolastico, per una migliore adesione al percorso d’istruzione a tutela e contrasto della dispersione, o di prolungati periodi di allontanamento dalla scuola