Vol. 25 No. 59 (2021)

Published: 2021-03-31

Editorial

Ripartire dalla scuola

Daniele Bruzzone, Pierpaolo Triani, Marco Dallari, Enrico Bottero, Roberto Farné, Massimiliano Tarozzi

I-IV
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Focus

Meaning making and re-making processes in the lived experience of illness, fragility and social exclusion

Natascia Bobbo

1-3
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Meaning-making: a underestimated resource for health? A discussion of the value of meaning-making in the conservation and restoration of health and well-being

Birthe Loa Knizek, Sissel Alsaker, Julia Hagen, Gørill Haugan, Olga Lehmann, Marianne Nilsen, Randi Reidunsdatter, Wigdis Sæther

5-18
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Meaning-making and narrative in the illness experience: a phenomenological-existential perspective

Daniele Bruzzone

19-41
Preferred identity as phoenix epiphanies for people immersed in their illness experiences. A qualitative study on autobiographies

Natascia Bobbo

43-55
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Possible directions of meaning in oncological disease: an experience of liminality, meaning making and existential planning

Stefano Benini

57-70
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Meaning making as a psychoeducational intervention to sustain families struggling with mental health issues

Lucia Zannini, Katia Daniele

71-82
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Educating to prevent youth (aged 16–24) mental distress: giving meaning to an educational effort

Maria Benedetta Gambacorti-Passerini

83-95
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Psychic vulnerability and migratory processes. Some considerations on the sidelines of a research-intervention project

Carlo Orefice

97-108
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Education in and of poverty. Pedagogical research and (re)signification processes

Lisa Brambilla, Matilde Pozzo, Marialisa Rizzo

109-135

Reviews

M. Giusti, L’identità dei luoghi. Per un’educazione interculturale e antirazzista. Tab Edizioni, Roma, 2020, pp. 164, ISBN 9788831352659

Alessandra Augelli

137-138
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M. Musaio, Dalla distanza alla relazione. Pedagogia e relazione d’aiuto nell’emergenza, Mimesis Edizioni, Milano-Udine, 2020, pp. 238

Paola Cereda

139-140
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