Encyclopaideia 2022-08-25T12:35:51+02:00 Daniele Bruzzone Open Journal Systems <p><span class="journalIntro"><strong>Encyclopaideia – ISSN 1825-8670</strong> is an international peer reviewed journal, founded in 1996 at the University of Bologna. It is a pedagogical journal in the cultural and scientific Italian context. It publishes theoretical, methodological and political articles on key issues in the education field from a multidisciplinary and phenomenological point of view.</span></p> Counterfactual pedagogy 2022-07-19T19:15:14+02:00 Roberto Farné 2022-08-25T00:00:00+02:00 Copyright (c) 2022 Roberto Farné Verso un’assiologia fenomenologica. A proposito dell’ultimo libro di Roberta de Monticelli 2022-06-14T16:06:59+02:00 Dario Sacchi 2022-09-21T00:00:00+02:00 Copyright (c) 2022 Dario Sacchi Educational Research and Philosophy between <em>Aisthesis</em> and <em>Téchne</em>: A Dialogue with the Philosopher Pietro Montani 2022-03-19T11:28:17+01:00 Cristina Coccimiglio <p>This article stems from a dialogue with the philosopher Pietro Montani, starting from his studies in the field of aesthetics and the philosophy of technique and from the significance of some analyzes that prompt a critical debate also with the philosophy of education. The dialogue with the international scientific community and with the theories of authors such as Vygotskij, Benjamin, Kant, Lo Piparo, Gallese, Garroni, Stiegler, Ricoeur (to mention only the authors treated in this interview) makes these reflections extremely topical and attentive to developments related to the destiny of knowledge and languages in times of digital revolution and cultural and social crisis.</p> 2022-08-25T00:00:00+02:00 Copyright (c) 2022 Cristina Coccimiglio Crises time: an opportunity to rise up against injustice and structural inequalities. Fighting alongside parents for a better world through new forms of school-family co-participation 2022-07-11T20:43:05+02:00 Paola Dusi Audrey Addi-Raccah Maria Mendel 2022-08-25T00:00:00+02:00 Copyright (c) 2022 Paola Dusi, Audrey Addi-Raccah, Maria Mendel Time to rethink the teacher-family alliance? Central issues in the “pandemic” literature on home-school cooperation 2022-05-09T17:09:26+02:00 Paola Dusi Audrey Addi-Raccah <p>COVID-19 added a new dimension to the relationship between school professionals and students’ families: a virtual one. To explore this shift and the associated challenges, we performed a bibliometric analysis of research literature published on the topic to the end of 2021. Our guiding question was: what kind of themes are emerging in literature on the school-family relationship in association with COVID-19? Our search of Scopus, Web of Sciences and ERIC retrieved 286 articles. Using VOSviewer, we conducted a bibliometric analysis based on article keywords to map the field, producing a visual representation of networks of themes. Four clusters emerged: “educational players”, “distance learning”, “partnership” and “social context”. Unsurprisingly, the analysis suggests a shift in the roles of parents and teachers, with the digital sphere becoming central to their relationship. Beyond this, the crisis has cast light on both existing problems and the potential of a partnership based on a genuine sharing of responsibility.</p> 2022-08-25T00:00:00+02:00 Copyright (c) 2022 Paola Dusi, Audrey Addi-Raccah Spanish education policy in pandemic times. Decisions and consequences for families and students from an inclusive perspective 2022-05-09T16:50:09+02:00 Inmaculada González Falcón Katia Álvarez Díaz <p>Through an interpretative phenomenological perspective, this article analyses the education policy implemented in Spain following the declaration of the state of alarm due to Covid-19 pandemic. It questions the measures implemented (i.e. the confinement of the population to their homes and school closures, others related to the right of minors to study and to managing the school year), and the main effects on children and families from an inclusive standpoint. Three main categories emerged from the analysis: 1) access to education, 2) the relationships between, and the participation of, members of the educational community, 3) learning acquisition. The results underline that the effects have not been the same for different families, especially among more vulnerable groups. Marginality and socio-educative inequality have increased. It is essential to make more flexible policies to accommodate diversity and ensure the principles of equity. In this direction, family’s socio-educational role has to be acknowledged and their needs assumed as a priority.</p> 2022-08-25T00:00:00+02:00 Copyright (c) 2022 Inmaculada González Falcón, Katia Álvarez Díaz Home-School Partnership in Germany: Expectations, Experiences and Current Challenges 2022-05-16T10:09:49+02:00 Angelika Paseka Dagmar Killus <p>The paper focuses on parents and parental involvement in Germany as well as the challenges which became visible during the COVID-19 pandemic. As has been the case in many other countries, the notion of parents as partners, is the focus of normative discussion about how to engage with parents. However, looking at the role actually played by parents in school settings, and the way school institutions interact with them, it can be seen that there is a difference. This paper describes: first, how the different roles that parents played were understood, prior to the pandemic; secondly, the part played by parents while schools were closed as a result of the pandemic; and thirdly, the strengthening of home-school partnerships in Germany, contrasting this with the roles parents take within them. The results are critically assessed under the broader perspective of de-familialism versus familialism.</p> 2022-08-25T00:00:00+02:00 Copyright (c) 2022 Angelika Paseka, Dagmar Killus Parents as “Subjects”. Revisiting Parent-Adult Educator Relations in Viral Times 2022-05-30T14:45:45+02:00 Carmel Borg <p>This paper invites us to reimagine parents as history makers and parenthood as a political space where parents and adult educators collaborate in reading and acting on the world that is, with a view to achieving a world that is not. The pandemic provides a backdrop to a fundamental understanding that while the virus may claim to be entirely democratic, the pandemic has failed the equity test. The asymmetrical world that is calls for a reinvention of adult education as a space in which the excesses of neoliberalism are resisted in preparation for a shift in consciousness that might promote collective action against today’s far-from-equitable reality. Parents as ‘Subjects’ is a cris de coeur for a liberatory parent-focused education that rehumanizes parents in a world that will be.</p> 2022-08-25T00:00:00+02:00 Copyright (c) 2022 Carmel Borg Parents, crises and beyond. Towards school as a shared place and a more-than-human world 2022-05-09T16:50:28+02:00 Maria Mendel <p>This paper presents an attempt to describe parents’ activities, in which context it is puzzling that – on the basis of a negative assessment of the current reality (current crises, including the privatization of what is public) – parents seem to be searching intensively for new solutions that would make better not only the school but also the world it is a part of. Their focus, in this, is on the local dimension of activities that refer to sustainability and emphasize place. In this approach, place is a field of confrontation and constant becoming. Parental activities in one sustainable community school in Chicago is the point of departure to introduce a pedagogy of the vital place that pays specific attention to how the heritage of these places makes them (partially) resistant to capitalist capture, and somewhat ready to take on the challenges of the crisis in which we live on the planet today. The reflection presented in this article is guided by the assumption that, in these times, when the survival of humankind is at stake, we desperately need a more-than-human format of world.</p> 2022-08-25T00:00:00+02:00 Copyright (c) 2022 Maria Mendel Educational Trajectories in Hannah Arendt: Perspectives on the Uniqueness and Unpredictability of Action 2022-06-24T16:38:55+02:00 Marta Ilardo <p><span lang="en">The contribution addresses a possible implication of Arendt’s ideas in the constitution of an education committed to offering a place where the uniqueness and free expression of subjects can multiply (Arendt, 1961). According to Arendt’s perspective, uniqueness is present in all human activities, but only action fully realizes it. Since action is always unpredictable, it is not possible to presume in advance what form and in what way uniqueness will manifest itself. Following this argument, we will argue that the unpredictability of action, as defined by Arendt, submits a critical analysis of the educational models that guide the aims of educational action: to be brought out and germinated for what we do not yet know and for the uniqueness that each generation brings itself. This perspective invites us to rethink the questions through which we problematize educational action.</span></p> 2022-08-25T00:00:00+02:00 Copyright (c) 2022 Marta Ilardo Jones Irwin, Letterio Todaro (eds.), <em>Paulo Freire’s Philosophy of Education in Contemporary Context. From Italy to the World</em>, Peter Lang, Lausanne, ISBN 9781800796911, 200 pagine, 2022 2022-05-21T20:17:33+02:00 Peter Mayo 2022-08-25T00:00:00+02:00 Copyright (c) 2022 Peter Mayo Emanuela Mancino, <em>Il filo nascosto. Gli abiti come parole del nostro discorso col mondo</em>, Franco Angeli, Milano, ISBN 9788835119524, 134 pagine, 2021 2022-03-31T10:22:23+02:00 Silvia Vergani 2022-11-23T00:00:00+01:00 Copyright (c) 2022 Silvia Vergani