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Memorie di scuola a Campo Verano. I monumenti funebri a Erminia Fuà Fusinato e a Carlo Belviglieri
No full textThis essay explores the historical meaning of the funeral monuments to two praiseworthy educators, Erminia Fuà Fusinato (1834-1876) and Carlo Belviglieri (1826-1885). The monumental honours paid in the solemnity of the Campo Verano in Rome are testimonies of the highest value publicly recognized to the deceased. While celebrating Fuà Fusinato and Belviglieri’s educational merits, the monuments fix a symbolic message in the hard materiality of the marble: they preserve durably a paradigm of teaching worthy to be handed down over time. The joint analysis of monumental sources and commemorative documents is therefore revealing for the cultural history of school. Together with a reconstruction of the history of the monuments — from the birth of the initiative to the inauguration, an inferential work has been carried out on printed materials: a set of a good teacher’s qualities has been extracted from the in memoriam speeches given during the inaugural ceremonies and other official occasions of homage, as well as from the writings of praise; it deals with some of the ideals of behavior — differentiated according to gender — constitutive of the public imaginary about teaching during the post-Risorgimento period
Una città «ancora troppo coloniale». Uno studio sulle scuole di Asmara negli anni '50
No full textThe literature on the Italian influence over Eritrea after the collapse of the Fascist Empire is deficient. In particular the question of the implications of the Italian presence for education in the former colony opens up an almost new frontier to the work of historians. This essay attempts to increase the adequacy of the state of art on the basis of a thesis entitled Aspetti e problemi educativi e scolastici nella città di Asmara. After graduating in education in 1959 with this dissertation, Eleonora Onnis, Sister Maria Nora to the Catholic Church, a missionary in Eritrea, would have become the Rector of the University of Asmara. Her thesis, which has never been studied before, is noteworthy because of its richness of information and depth of research. Hence it can be considered a relevant source for the multi-perspective reconstruction of the educational phenomenology in Asmara in the 1950s. This analysis of Onnis’ thesis contributes to the further growth of historical knowledge not only because this nun sets out the organizational structure of the schools of Asmara at that time in detail, especially those established by Italians, but also because of other important elements resulting from this study. Onnis undertakes an accurate review of the social stratification in Asmara. Sister Maria Nora also highlights the tightening of racial prejudice after the abolition of the discriminatory laws passed between 1936 e 1940 for the implementation of an apartheid regime in the Italian African colonies. Moreover, the remarks made by this nun are of interest in terms of their reflection of the Italian mentality of the 1950s: firstly, as a consequence of the moral condemnation of non-marital unions, Onnis ascribes stigmatising psychological characteristics to half-caste youngsters; and secondly, in line with the ongoing colonial ideology of progressive mission in Africa, Sister Maria Nora addresses the problem of education from the standpoint of raising Eritrea to the standard of European civilization. In conclusion, this essay is a starting point for understanding the persistence of unequal relations between Italians and Eritreans even after the end of colonial rule
L'apartheid educativo nell'Eritrea italiana. Quali scuole per i meticci?
No full textThe educational system was double in Eritrea throughout the Italian colonial period: schools for Italians and schools for natives. The presence of Italian Eritreans cracked the separatist backbone of colonial body. In fact, half-castes created ambiguity because they were neither all Italian nor all African. What schools could Italian Eritreans attend? Those for Italians? Those for natives? Until 1939, the few half-castes acknowledged by the Italian father had the right to go to schools for Italians. Moreover, catholic missionaries arranged boarding schools specifically designed to provide Italian Eritreans with an Italian education. Those residential educational establishments were also open to the unacknowledged half-castes. During the second half of the 1930s, the political strategy towards Italian Eritreans degenerated into segregation. That change occurred under pressure from fascist biological racism: half-castes were an expression of biological decline because they were impure of blood. They therefore could not be deemed as Italian: they were African. Consequently, the law no. 822 of 1940 denied Italian Eritreans access to schools for Italians and banned missionary catholic schools for half-castes. Mixed race people were allowed to attend only schools for natives
L'educazione al patrimonio monumentale della scuola
No full textA comporre il patrimonio storico-educativo concorrono lapidi e statue in onore di docenti, dirigenti scolastici, pedagogisti, ministri della pubblica istruzione, la cui dedizione alla causa educativa è stata riconosciuta tale da meritare la celebrazione nel marmo o nel bronzo. Questi artefatti si segnalano, oltre che come fonti per la ricostruzione della memoria istituzionale della scuola, anche come risorse didatticamente feconde ai fini della formazione storica e civica. Proposta nell’ambito dell’istruzione secondaria superiore, la ricerca sulle personalità della scuola a cui sono state rese onoranze lapidee o scultoree richiede: 1) il contatto diretto con le tracce monumentali del passato scolastico; 2) la consultazione, guidata dai docenti di storia, di materiali archivistici e/o bibliografici per il reperimento di informazioni circa le figure monumentalmente gratificate e il ruolo educativo da esse rivestito; 3) l’organizzazione ragionata delle informazioni raccolte. Le attività formative cooperativamente svolte promuovono la valorizzazione della componente monumentale del patrimonio storico-educativo e potenziano la consapevolezza di sé in termini di biografia culturale; inoltre, nel mettere a vivo contatto con il metodo storico, costituiscono un’esperienza apprenditiva autentica che, oltre a fornire competenze per la costruzione della conoscenza del passato scolastico, apre gli studenti alla comprensione dell’importanza dell’istruzione nello sviluppo individuale e collettivo
The School and Its Many Pasts. School Memories between Social Perception and Collective Representation. Un recente convegno internazionale di studi
No full textThis contribution intends to collect all the contributions presented at the International Conference The School and Its Many Pasts. School Memories between Social Perception and Collective Representation, held in Macerata from 12 to 15 December 2022. It was the occasion of which scholars from different countries to discuss the theme of school memory, understood as individual practice, collective and public commemoration of a common school past. The conference was the closing moment of the research project of relevant national interest «School Memories between Social Perception and Collective Representation (Italy, 1861-2001)», lasting three years, attended by scholars from 14 Italian universities, who had the opportunity to compare their research with those of other Italian and foreign colleagues. The international event – hosted by the University of Macerata – has provided the opportunity for many participants to enrich the reflection on the theme, to establish valuable synergies and further forms of collaboration in research and to give an
authentically international breath to the deepening of a line of investigation that still has many stimuli and suggestions to offer to historians of education and school
Studenti-autori del report di ricerca sul feedback valutativo
No full textFacendo riferimento alla prospettiva Student Voice e al framework teorico dell’Assessment for Learning, l’articolo, scritto da un gruppo di studenti di un corso magistrale di area pedagogica, insieme alla docente, presenta il percorso di sviluppo di una ricerca sulla valutazione in ambito universitario, condotta e documentata con la scrittura del report da parte degli studenti del corso stesso.
Con l’obiettivo di indagare le opinioni dei colleghi in relazione alla valutazione, gli studenti hanno somministrato un questionario a risposte chiuse, strutturato in varie dimensioni relative alla valutazione. Focalizzando qui l’attenzione sull’analisi dei risultati della dimensione relativa all’uso del feedback in contesto universitario, i dati raccolti mostrano mostrano come gli studenti confermino gli studenti confermino una generale conoscenza del concetto di feedback dichiarando nella maggior parte dei casi di averne già sentito parlare durante i corsi frequentati; ritengono al contempo che questo strumento viene scarsamente utilizzato dai loro docenti, mettendo in luce una bassa attenzione e una scarsa consapevolezza del ruolo di questo importante dispositivo
in ambito universitario
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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