Pratiche educative per la promozione del civic engagement

Luigina Mortari; Fedra Alessandra Pizzato; Luca Ghirotto; Roberta Silva

doi:10.6092/issn.1825-8670/11558

Authors

Luigina Mortari Università degli Studi di Verona https://orcid.org/0000-0001-7181-6072

PhD in Education, member of the University of Verona board, has been Dean of the Department of Human Sciences at the same university. She is a full professor of Epistemology of Qualitative Research, and her main research fields are epistemology and qualitative methods in education and nursing research, teacher education and caring practices.
Fedra Alessandra Pizzato Università degli Studi di Verona

Fedra A. Pizzato got a double PhD in History (Ca' Foscari, Italy) and Society, Culture and Heritage (UB, Spain). She is currently an Adjunct Professor at the Department of Human Sciences of the University of Verona (Italy). Her AOS also include Educational Methods, History of Science, and Critical Heritage Studies.
Luca Ghirotto Università degli Studi di Verona https://orcid.org/0000-0001-7632-1271

Luca Ghirotto, PhD in Cognitive and Education Sciences at the University of Trento, served as a researcher in Special Education at the Department of Human Sciences at the University of Verona. He is currently head of the Qualitative Research Unit at the Azienda USL-IRCCS of Reggio Emilia (Italy).
Roberta Silva Azienda USL-IRCCS di Reggio Emilia (Italy) https://orcid.org/0000-0001-5093-6622

Roberta Silva has received her PhD from the University of Verona (BA and MA at Milan University). She is currently a Senior Lecturer, and her main research fields involve teacher education, teaching innovations and qualitative methods in education and nursing research.

DOI:

https://doi.org/10.6092/issn.1825-8670/11558

Keywords:

civic engagement, systematic review, educational practices, ethical education, community sense

Abstract

The article presents the results of a systematic review conducted according to the integrative review method, which investigates both the empirical and theoretical-descriptive literature to combine academic reflection with professional practices implemented in educational contexts. The review question aims at identifying effective educational practices to promote civic engagement in the 6-13 age group, regarding school contexts. We conducted the search of the records through disciplinary and generalist databases and with the use of digital libraries. The analysis of the included materials made it possible to identify some recursive elements that characterize the educational activities aimed at promoting civic engagement in this age group. In this contribution, these elements will be analysed, highlighting how they can contribute to the design of an educational research path having as its focus the promotion of civic engagement and the sense of community.

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Educational practices promoting civic engagement: a systematic integrative review

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