4,275 research outputs found
Recensione a: Promuovere ambienti educativi sicuri. Prevenire gli abusi nei contesti ecclesiali, a cura di Raffaella Sette, Simone Tuzza
No full textBook Review: Promoting Safe Educational Environments. Preventing Abuses in Ecclesial Contexts, by Raffaella Sette, Simone Tuzz
Scuola, famiglia, comunità : confronto tra culture sinergie locali verso una scuola partecipata e comunitaria
No full textIn this modern global society, where egocentric attitudes lead to the individual feeling fragmented, alone, and ever more competitive, and where educational and social institutions
are ever more strained (the well-known “crisis in education, the family, and other institutions”), it becomes of paramount importance, firstly, to comprehend such dynamics,
and, secondly, to cooperate in order to create and build a socio-political and pedagogic path towards global change, with the aim of overcoming the social isolation and devaluation of the
individual, reconstructing a network of relationships and community interactions and ever more active means of participation by all those involved.
The present research starts from the above point of view. On the one hand, information is presented about the cultural and organizational dimensions of current day schooling and the
relationship between the school and the local community, and an alternative model of “socioeducational culture” is proposed, based around individuals in a local socio-cultural context.
More specifically, using a mainly ethnographic ideology, a study is undertaken of four primary schools in three different types of neighbourhood (2 in the province of Treviso, 1 in
Salvador de Bahia, Brazil, and 1 in Bogota, Colombia) and their relative local contexts (mainly represented by family and external socio-educational organizations).
On the other hand, using observations which emerge from analysis of the data, and by comparing the existing scientific literature, the research aims to define a proposed model for
an all-inclusive, community-based, state school, both integral to, and integrated in, the local community, within an integrated local education system which in turn is both participatory
and community-based (the pedagogic purpose).
The main findings emerging from the field research were analysed at two levels of interpretation, the level of interpersonal relationships, and the degree of participation in
democratic management. Results showed: how meetings (both formal and informal) were structured; a representation of their educational role; a picture of both interpersonal and interinstitutional relationships at the local internal level; and a view of local participation, of both adults and children, and its role.
Following initial analysis and reconstruction of the local cultural framework specific to each observed context, the second part of the research comprised an intercultural comparison of the
main findings – both frequently recurring and unusual findings. For example, in all four contexts, despite different characteristics, it emerged that the “community relations” dimension is closely linked to that of “participatory management”, and that in the socioeducational organization equal paths are pursued in the exploitation of relationships, the
humanization of relationships and of conflict management on the one hand, and on the other, of raising awareness, the promotion of a social option (Don Milani’s “I care”) and a framework of appropriate space for the democratic participation of the different individuals involved – adults and children –space where, by comparison and negotiation of “culture” (meaning, expectations, values), a critical understanding of reality can be triggered, and shared planning of improved ways towards greater humanisation implemented.
The present cross-sectional analysis leads to a vision of the school and local community understood as places to be lived in a new way, being actively participated in, and experienced
as a community of inter-related individuals involved in a mutual process of educational and social improvement.
An interpretative analysis and critical reflection of the pedagogic option adopted, within a framework of school autonomy and a widespread demand for more local self-determination, can be related to authors such as Dewey, Mounier, Freinet, Freire and Milani. These, among others, shared a transformational, liberating and democratic vision they thought important to
recover, both in the school and in the local and wider community, to create foundations for the genuine development of the whole human being, integral to, and integrated in, the local community.
The vision is one of a school, able to discover its own social and political role, and critically confront, even welcome, external requests for a higher quality teaching framework, within a
comprehensive and integrated programme of education, whilst respecting the areas of competence of individuals.
The vision is one of a localised social and educational system, able to renegotiate its own cultural foundations, adopting a shared perspective on which to build the local “educational
community”, leading to the prospect of an “educational city” (Barcellona, 1990)
La presa in carico del bambino pluridisabile e della sua famiglia. Il ruolo dei servizi e delle risorse informali nell'esperienza di cura
No full textIt is a reaserch about the early care process of children with profund and multiple disabilities. We use a qualitative approach and we interview 30 families with a pluridisabled children. We aim to know the families' perception about their experience of care, the relations between parents and professionals, and the role of informal social support.Si tratta di una ricerca riguardante la presa in carico dei bambini pluridisabili. Si è assunto un approccio qualitativo, e si sono intervistate 30 famiglie rispetto alle loro esperienze di presa in carico, cercando di evidenziare il ruolo dei servizi e del supporto sociale informale
Resisting Europe : practices of contestation in the Mediterranean Middle East
No full textResisting Europe conceptualizes the foreign policies of Europe—defined as the European Union and its member states—toward the states in its immediate southern "neighborhood" as semi-imperial attempts to turn these states into Europe's southern buffer zone, or borderlands. In these hybrid spaces, different types of rules and practices coexist and overlap, and negotiations over meaning and implementation take place. This book examines the diverse modalities by which states in the Mediterranean Middle East and North Africa (MENA) reject, resist, challenge, modify, or entirely change European policies and preferences and provides rich empirical evidence of these contestation practices in the fields of migration and border control, banking and finance, democracy promotion, and telecommunications. It addresses the complex question of when and how MENA states capitalize on their leverage and interdependence in their relationships with Europe and contributes to a more comprehensive understanding of Europe–Middle East relations, while engaging with broader debates on power and interdependence, order, and contestation in international relations. While a contribution on the practices of resistance and contestation of MENA states vis-à-vis European policies and preferences in this geopolitically significant region was overdue, this volume leads the way for subsequent studies that seek to overcome the constraints of exceptionalism so characteristic of research of the Middle East, Europe/the European Union, and certainly of their relationship.Funded by the European Research Council (ERC) within the 7th Framework Programme, the BORDERLANDS project is hosted at the Robert Schuman Centre for Advanced Studies, European University Institute, and directed by Professor Raffaella A. Del Sarto.Introduction; Resisting Europe: Practices of Contestation in the Mediterranean Middle East, Raffaella A. Del Sarto and Simone Tholens; Part I: Conceptualizing a Contested Relationship; Petits arrangements avec l’Empire: Reflections on Imperial Power at its Fringes, Magali Gravier; Creating Order in the MENA Neighborhood: The Enlargement of the European International Society and Its Contestation, Yannis Stivachtis; Part II: Contestation in Practice; Domesticating Egypt, Domesticated by Egypt? Cooperation and Contestation in EU-Promoted Banking Supervision Reform, Roberto Roccu; Leapfrogging the EU: Telecommunications Regulation in Morocco, Véronique Wavre and Tina Freyburg; The European Union and Turkey: Negotiating the Management of Europe’s Extended External Borders, Asli Okyay; Leverage and Contestation in Refugee Governance: Lebanon and Europe in the Context of Mass Displacement, Tamirace Fakhoury; Contesting Europe’s Policies of Migration Control: The Case of Morocco and Tunisia, Mohamed Limam and Raffaella A. Del Sarto; From “Imperial Overreach” to “Blowback”: The EU, the Mediterranean Borderlands and the Syrian Crisis, Raymond Hinnebusch;Conclusions: The Power to Contest in Europe-Middle East Relations, Raffaella A. Del Sarto and Simone Tholen
Rozpor ako východisko, láska ako smer u Simone Weilovej (Contradiction as base, Love as direction in writings of Simone Weil)
No full textArticle is explaining contradiction and love, Simone Weil‘s essential terms of hermeneutics of human Being. It introduces close relation of these terms with her understanding of God as well as with her overall concept of religion. Author also mentions Simone Weil‘s inspirations with philosophical and spiritual concepts of the East
L’azione collettiva a Roma nell’era (post) pandemica: identità e spazialità in transizione
No full textNel corso degli ultimi due decenni si è verificata una straordinaria proliferazione di iniziative di auto-organizzazione, risposte “di comunità” e (nuove) forme di mutualismo indotte dalla crisi economica e dal progressivo ‘ritiro’ del pubblico da una gestione (pro)attiva del welfare territoriale, soprattutto nelle grandi città metropolitane (Roma Ricerca Roma, 2021). Sono esperienze di rimaterializzazione dell’azione collettiva e di riterritorializzazione, ovvero di (ri)costruzione comunitaria con una forte connotazione locale, in cui le persone riscoprono legami di prossimità e di mutuo soccorso a livello di vicinato o di quartiere, e nelle quali si articola un discorso diverso della città (Cellamare, 2020). Molte di queste iniziative assumono la forma di “azione sociale diretta” (Bosi e Zamponi, 2019), ovvero interventi strutturati mirati a fornire una risposta tangibile a un bisogno immediato (banchi alimentari, ambulatori sociali, doposcuola o palestre popolari, ecc.). Tali azioni incontrano, da un lato, la domanda crescente di beni e servizi di prima necessità da parte di un’ampia fetta della popolazione, totalmente o parzialmente esclusa dagli interventi istituzionali; dall’altro rispondono a una forte domanda di mobilitazione e di partecipazione civica da parte di
singoli individui, ma anche di gruppi informali, comitati territoriali e associazioni, che attraverso la pratica mutualistica innervano di nuove energie e finalità il proprio tessuto organizzativo.
Le restrizioni pandemiche, con il conseguente inasprimento delle disuguaglianze sociali e le limitazioni imposte alla quotidianità del vivere sociale, hanno avuto un impatto significativo su nuove soggettività e pratiche di mobilitazione (Tonkiss, 2013). Si è così avviato un processo di trasformazione del tessuto associativo, che si è fatto carico di rispondere all’emergenza in alcuni casi allontanandosi dal proprio ambito tematico e territoriale di riferimento. In questo momento le identità e spazialità di questi attori risultano “in transizione”.
Attraverso le testimonianze di attivisti/e e volontari/e del quadrante est di Roma, caratterizzato da un vivace associazionismo, il contributo intende dare conto di questi processi ed esplorarne matrici e possibili evoluzioni: quali elementi hanno determinato l’intensificarsi di questi fenomeni? A quali forme di riconoscimento e/o di riappropriazione dello spazio urbano si ricollegano (Huron, 2015)? Sono esperienze temporanee o configurano un’evoluzione permanente
“I beg you to tell me what has become of Djamila”: The Political Mobilization of Simone de Beauvoir’s Readers During the Boupacha Affair
No full textBy Sophia Millman This is a condensed version of a Masters thesis dedicated to the political mobilization of Simone de Beauvoir’s readers. The citations from the letters were translated from French by the author. *** On June 2, 1960, the French government ordered all copies of the daily Algiers edition of Le Monde seized and destroyed to suppress the publication of Simone de Beauvoir’s article “Pour Djamila Boupacha.” Beauvoir, a self-professed “woman of letters”, not “of action[1]”, and one ..
- …
