Encyclopaideia https://encp.unibo.it/ <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> Dipartimento di Scienze per la Qualità della Vita en-US Encyclopaideia 1590-492X <a href="http://creativecommons.org/licenses/by/3.0/" rel="license"><img src="https://i.creativecommons.org/l/by/3.0/88x31.png" alt="Creative Commons License" /></a><p>This journal is licensed under a <a href="http://creativecommons.org/licenses/by/3.0/" rel="license">Creative Commons Attribution 3.0 Unported License</a> (<a href="http://creativecommons.org/licenses/by/3.0/legalcode">full legal code</a>).</p> Counteracting social vulnerability and marginality through education https://encp.unibo.it/article/view/11726 <p><span lang="en">This contribution contextualizes the relationship between fragility and education in the light of people’s changing conditions and perspectives, and their impact on educational processes, focusing in particular on the consequences of the outbreak of the Covid-19 pandemic. By doing so, it introduces this focus, illustrates its coherence, and explains the basic methodological choice, namely the adoption of the Systematic Review, to explore different aspects of the relationship between fragility and education.</span></p> Marcella Milana Copyright (c) 2021 Marcella Milana https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 1 7 10.6092/issn.1825-8670/11726 Educational practices promoting civic engagement: a systematic integrative review https://encp.unibo.it/article/view/11558 <p><span lang="en">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.</span></p> Luigina Mortari Fedra Alessandra Pizzato Luca Ghirotto Roberta Silva Copyright (c) 2021 Luigina Mortari, Fedra Alessandra Pizzato, Luca Ghirotto, Roberta Silva https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 9 24 10.6092/issn.1825-8670/11558 The role of school-community collaboration in enhancing students’ civic engagement https://encp.unibo.it/article/view/11555 <p><span lang="en">This article presents and discusses the results of a systematic review on the role of schools (from primary to adult education) in enhancing students’ civic engagement through collaboration with community. Based on the analysis of 21 selected studies, the authors inductively identified the main educational practices aimed at improving civic engagement. The results show that these practices are aimed primarily at school-age students, and only to a limited extent to adult students, as well as that they mostly involve the ‘local’ more than the ‘global’ community. Albeit derived from studies conducted with different methods and purposes, the results also allow some general considerations on the definition of civic engagament, the effects of educational practices on students’ civic engagement and the factors that facilitate the effectiveness of such practices.</span></p> Francesca Rapanà Marcella Milana Rita Marzoli Copyright (c) 2021 Francesca Rapanà, Marcella Milana, Rita Marzoli https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 25 43 10.6092/issn.1825-8670/11555 Adolescents’ fragility and antisocial behavior: conceptual categories and educational practices https://encp.unibo.it/article/view/11559 <p><span lang="en">The paper presents and discusses the processes and the results of a Systematic Review of the scientific literature conducted with the aim to become aware of how the antisocial behaviour (AB) of adolescents are understood (repertoire of categories) and educationally managed (repertoire of practices). The results show how the phenomenon is understood mainly through an explanatory and experimental epistemological and methodological approach. Such approach aims at identifying several risks and protection factors that determine/influence AB as well as at defining indications on the practices to be implemented for the design of adequate prevention programmes. Based on these results, the paper proposes some critical reflections on a deterministic conception of AB.</span></p> Fabrizio Chello Rossana D'Elia Daniela Manno Pascal Perillo Copyright (c) 2021 Fabrizio Chello, Rossana D'Elia, Daniela Manno, Pascal Perillo https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 45 62 10.6092/issn.1825-8670/11559 MOOC and NEET? Innovative paths towards the social and economic inclusion of vulnerable young people https://encp.unibo.it/article/view/11593 <p><span lang="en">This paper shows the state of the art regarding the possibilities of intervention for the economic and social inclusion of young people Not engaged in Employment, Education, or Training (NEET) through Massive Open Online Courses (MOOC) in the countries of the European Union, in order to identify and compare good practices and didactic models aimed to contrast the social and economic vulnerabilities of young people. The systematic review, carried out on both generalist and more properly educational databases, has revealed the poor relationship between the two topics in literature, each one moreover only recently made the subject of articulated research. The field of study is therefore open and invites further reflection on its possible developments. Matching NEETs’ needs and business companies’ requirements, students’ motivation during the learning path, keeping balance between e-learning and face-to-face lectures, tutors’ involvement along the course, and relationships with stakeholders remain the main issues identified in the various papers reviewed.</span></p> Francesco Agrusti Raffaella Leproni Fabio Olivieri Lisa Stillo Elena Zizioli Copyright (c) 2021 Francesco Agrusti, Raffaella Leproni, Fabio Olivieri, Lisa Stillo, Elena Zizioli https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 63 80 10.6092/issn.1825-8670/11593 The adaptation of foreign minors between risk and protective factors https://encp.unibo.it/article/view/11735 <p><span lang="en">The frame of risk and protection factors in relation to the social and educational adaptation of unaccompanied foreign minors is very complex. This qualitative Systematic Review aims to analyze the most recent scientific research on psychological, educational and social variables that can contribute to adaptation, in order to outline the factors on which to work in order to structure intervention strategies as well as to structure life projects in line with the evidence. The literature search conducted identified 11 empirical studies. The results highlighted specific risk and protection factors, contextual (e.g. role of peers, teachers and parents) and individual (e.g. mental health, coping strategies, resilience) related to the adaptation of unaccompanied foreign minors. In addition to discussing the practical implications of the studies in line with development models, the methodological limitations found in the studies are also highlighted and future perspectives indicated.</span></p> Marinella Muscarà Giulio D'Urso Alessia Passanisi Ugo Pace Copyright (c) 2021 Marinella Muscarà, Giulio D'Urso, Alessia Passanisi, Ugo Pace https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 81 94 10.6092/issn.1825-8670/11735 <em>(R)esistere pedagogico</em>. A 90 anni dalla nascita di Bertolini https://encp.unibo.it/article/view/13398 Massimiliano Tarozzi Copyright (c) 2021 Massimiliano Tarozzi https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 I III 10.6092/issn.1825-8670/13398 Education for democratic citizenship: the school which build bridges of humanity https://encp.unibo.it/article/view/12617 <div> <p><span lang="en">The article proposes two anthropological movements as guidelines for an education in democratic citizenship more capable of overcoming reductionisms and trivializations: a return to oneself, suggested by Hannah Arendt and a movement towards others, suggested by Edgar Morin. The text also takes the opportunity to formulate a reflection on the relevance of the global educational challenge of compulsory schooling for the construction of a more sensitive and open humanity.</span></p> </div> Raffaele Beretta Piccoli Copyright (c) 2021 Raffaele Beretta Piccoli https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 141 144 10.6092/issn.1825-8670/12617 When anxiety matters as a condition of possibility: about student-teachers’ anxiety experiences towards becoming a teacher https://encp.unibo.it/article/view/12357 <p><span lang="en">The purpose of this study is to explore the emotional dimension of the student-teachers’ experiences, which is marked by anxiety. This study is based on a combination of a phenomenological informed theoretical framework and a phenomenographic approach. The empirical material refers to in-depth interviews with student-teachers. Through an abductive analysis of the material, anxiety experiences appeared to be a significant matter in the student teachers’ emotional life. Our study showed that anxiety in different variations to a large extent characterized the emotional dimension of the student teachers’ experiences. The variations were expressed through three overarching categories of anxiety. The first category of anxiety is about losing one’s dignity, the second about not being recognized as a person, and the third about doing something very wrong. To operationalize the purpose of this study, we will discuss the importance of considering anxiety experiences as a didactical content component in teacher education.</span></p> Mette Helleve Knut Ove Æsøy Copyright (c) 2021 Mette Helleve, Knut Ove Æsøy https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 95 106 10.6092/issn.1825-8670/12357 Addressing the invisibility of children aged 0-3 for social services via participatory assessment: notes from a pilot study https://encp.unibo.it/article/view/11970 <p><span lang="en">The pilot study precedes a broader research aimed at identifying the effects on parenting and development of children between 0 and 3 years old (REC 2013/112 / EU), of an Italian policy against poverty. The goal is to describe the effects of introducing a specific parenting assessment tool (Roggman <em>et al.</em>, 2013), in a participatory key, on socio-educational practices with vulnerable families with children aged 0 to 3. The results were obtained through semi-structured interviews with 19 professionals involved in a research-training-action experience. They indicate an improvement in observation skills and — the most significant — the creation of a new space for dialogue and reflection on parenting and children development. This latter reveals to be a scarcely addressed area in the context of policy interventions against poverty. Pedagogical, methodological and communicative challenges that emerge from the results are discussed.</span></p> Daniela Moreno Boudon Sara Serbati Paola Milani Copyright (c) 2021 Daniela Moreno Boudon, Sara Serbati, Paola Milani https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 107 120 10.6092/issn.1825-8670/11970 The inhabiting body. A pedagogical proposal to give value to the cultural heritage through the performing arts https://encp.unibo.it/article/view/12610 <p><span lang="en">The contribution attests a research project coordinated by the Department of Human Sciences for Education “Riccardo Massa” (University of Milano-Bicocca) and led in Mantova and Sabbioneta UNESCO sites. The project aims at accompanying citizens and visitors along a participative, sensorial and emotional path towards the cultural heritage’s enhancement and interpretation. Inspired by the desire to promote experiences helpful for an encounter between human beings and the environment, the body and the mind, the scientific and poetic dimension (Antonacci, 2019; Bruzzone, 2016; Dallari e Francucci, 1998; Mortari, 2017; Scardicchio, 2012; Zuccoli, 2020), we wanted to investigate and further explore the possibility to plan and start exploratory itineraries (Guerra, 2019) and artistic-expressive-performing actions both for daily and one-day passers-by. These are meant to feel, to live and inhabit these places not only through a rational and intellectual awareness but, more importantly, through a bodily and emotional one (Gamelli, 2005, 2009).</span></p> Giulia Schiavone Copyright (c) 2021 Giulia Schiavone https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 121 139 10.6092/issn.1825-8670/12610 D. Bruzzone, E. Musi (a cura di), <em>Aver cura dell’esistenza. Studi in onore di Vanna Iori</em>, FrancoAngeli, Milano, 2020, pagine 372, euro 40,00 https://encp.unibo.it/article/view/12996 Mariangela Giusti Copyright (c) 2021 Mariangela Giusti https://creativecommons.org/licenses/by/3.0 2021-08-05 2021-08-05 25 60 145 146 10.6092/issn.1825-8670/12996