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This paper illustrates the main teaching practices features in the Italian primary and secondary school, by using new data, provided by Invalsi, about teachers’ daily activities. We merge such information with the scores achieved by the students in the Invalsi test. Our study reframes the cognitive test results in mathematics from a new bottom-up perspective, that is internal to the educational system. La didattica della matematica e gli apprendimenti: un contributo a partire dai dati Invalsi La finalità principale del presente lavoro è di illustrare alcune caratteristiche delle pratiche didattiche del primo e del secondo ciclo di istruzione, utilizzando alcuni nuovi dati forniti da Invalsi sulle attività quotidiane degli insegnanti. Unendo queste informazioni con i punteggi ottenuti dagli studenti nel test Invalsi, si vogliono approfondire i risultati ottenuti dagli studenti in matematica partendo da una nuova prospettiva, interna al sistema di educazione.

Reading texts on the web using technological devices is a practice that is increasing, especially among the younger generation, and this raises questions about the skills that are required to do this, the role and effects of the distractors present around the text, and the cognitive reorganisation that involves a change in the tools used for reading. It appears possible to hypothesise that the meaning of texts is destined, in time, to be more accessible through technological devices rather than via paper. This article presents the results of an experiment conducted with a group of dropouts, a category identified for placement outside the classic route of education, and therefore further removed from the daily use of traditional, printed texts encountered in a professional training course. Using evidence from the survey released by OECD-PISA, our intention is to compare the understanding of these texts when presented on paper compared to when they appeared on Facebook.

This position paper attempts to ground the discussion on improving the quality of teaching in the context of Higher Education (HE) in order to take concrete directions toward what in the scientific literature is identified as a culture of quality in education. This concept implies an approach to continuing monitoring, reflection and change toward innovation through main stakeholders’ engagement. The paper will hence briefly introduce the policy context and research background at international and national level, in order to analyze the opportunities of implementing a culture of quality regarding teaching at the University of Trento. Furthermore, it will make a number of recommendations for the concrete implementation of the approach. The document is hence divided into the following parts: A first part, introducing the policy context regarding agenda for the modernization of HE in Europe and at international level. In this context, the issue of quality teaching is focused as key element towards better quality of Higher Education. A second part, regarding the importance and forms of innovation in pedagogical approaches in HIgher Education, as well as the conditions of professional development in academic staff regarding better teaching. A third part, consisting on the research carried out by our research unit within the University of Trento, regarding the issue of quality in Higher Education. A fourth part is devoted to introduce recommendations for the implementation of concrete measures and interventions at institutional level.

There was in Spain an inicial «army of teachers» freinetians, a group of snipers commited to the renovation of the system of education which was born and grew in the shade of the Republic. To this army belonged the teachers’ small squad of Extremadura, which took two schools of Las Hurdes as a surprising origin. From there it extended to Montijo -principal center of diffusion for the rest of the educational experiences in the region: Calamonte, Valencia de Alcantara, La Puebla del Maestre and, probably also, Arroyo del Puerco. Surprising is not only that the origin of such an educational innovation took place in a region like Las Hurdes, but also that it was proceeding almost at the same time as the huge movement in Catalonia and Aragon, and that it, most likely, was not affected by Almendros ́s influences. There are reasons to believe that the teacher Jose Vargas Gómez, the origin of everything, had early news from Freinet through the teachers from Torrijos and Camarena before arriving to Las Hurdes.

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Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rivista di Scienze dell'Educazione is the property of Pontificia Facolta di Scienze dell'Educazione Auxilium and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Children's literature adaptation research is an interface study between children's literature study and adaptation studies. It has the common characteristics of two relatively marginalized research fields, and also shows distinct interdisciplinary attributes due to its interface nature. In the current situation where literary research is constantly seeking innovation and going in-depth, the interdisciplinarity and corresponding interdisciplinary practices of children's literature adaptation research reflect its cutting-edge research directions, while also mapping out some development trends of literary research as a whole. This paper starts from the theoretical discussion of children's literature adaptation studies, reflects on its conjunction points of education studies (with a special focus), narrative studies, cognitive studies, and digital humanities to scrutinize its interdisciplinary theoretical resources, and attempts to explore how the underlying attributes of children's literature adaptation research combine with interdisciplinary theoretical resources to promote its own development. [ABSTRACT FROM AUTHOR]

This contribution aims to present the characteristic elements of Luigi Giussani's pedagogical reflection. The recent publication of three significant works edited by Carmine Di Martino offered a particular suggestion to reconsider the idea of education defined by the founder of the Catholic Movement of Communion and Liberation. In particular, this paper focuses on the transformation of the concept of education in the Western world, and on the relaunching of Christian education. Giussani's educational proposal aims on the one hand to contain efficiency, which today tests the training guidelines and makes traditional education obsolete and, at the same time, is a strong invitation to rediscover what is essential. [ABSTRACT FROM AUTHOR]

The history of Albanian children's literature spans a long time. Initially, religious texts of medieval literature were used as such literature in Albanian schools, but pure children's literature was born during the period of Albanian Romanticism. At this time, it was originally written to meet the educational needs of the first Albanian school. However, it was literature that was written by the best authors of Albanian Romanticism and, apart from its function in school, it had all the characteristics of good children's literature. This study deals with these two sides of the first Albanian children's literature, with its artistic level and with the educational role it played in the first Albanian school. From the analysis we have done, we have managed to establish that literature in the first Albanian school played a decisive role in the artistic, cultural and moral formation of Albanian students. Initially, this stems from the fact that the authors who compiled books for the subjects in the first Albanian school, were primarily writers and they could not be separated from literature even when they wrote books on other subjects, making the literature found in books of different subjects and its importance is irreplaceable. The results of the paper have been achieved using thematic, genre and contextual analysis. [ABSTRACT FROM AUTHOR]

This paper briefly addresses the relationship of knowledge and esteem between Giorgio La Pira and Father Ernesto Balducci. The classic themes of Lapirian thought are addressed - universal peace, intercultural dialogue, social justice - in particular through the rereading of the biography that Balducci dedicated to the mayor of Florence in 1986. There are three central points of the comparison between the two religious figures: Florence seen like Polis; universal civilization and plurality of cultures; the Mediterranean talks. In their mutual closeness and knowledge, Balducci and La Pira remained faithful to their respective cultural and political positions: the former more critical and philosophical-pedagogical, the latter more historical and empirical. Together with other important religious people from the Florentine area, they gave life to an extraordinary cultural season which affected the city of Florence starting after the Second World War and which still today constitutes an exquisitely critical and profoundly divergent model of meeting and dialogue. [ABSTRACT FROM AUTHOR]

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Videogames are a fundamental tool in shaping new generations' collective imagination. In particular, videogames usually present limited depictions of masculinity and femininity and, for this reason, offer canonical norms concerning gender identity. The present paper explores narrative videogames as a key medium to indirectly deconstruct gender canons. Specifically, the paper focuses on the analysis of non-conventional female identities in three videogames based on the adventures of three different protagonists that counteract gender standards. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to reflect on the uniqueness of the aesthetic reading of children’s literature and child hermeneutics as foundations for reading education. The first section examines Louise Rosenblatt’s transactional model of aesthetic reading and Wolfgang Iser’s phenomenological approach, as well as their theoretical implications for reader-response criticism. The paper’s second section focuses on some more recent reader-response criticism research directions, which investigate postmodern picturebooks whose proposals within the educational scene have generated conflicting opinions. However, empirical studies that have investigated the point of view from which real children authentically live the experience of reading have demonstrated the surprising ability of younger readers to fathom and interpret these ambitious narratives, which invite readers into an experience that enhances interpretive resourcefulness. The characteristics of this variety of books reveal an implicit trust in the hermeneutic potential of younger readers, which contradicts the deep-rooted idea that continues to paint them as incapable of artistic-aesthetic experiences and unable to express their own hermeneutics.

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a reflection on literacy education and an analysis on the dynamics that characterize the experience of reading and getting lost in tales' plots. The complexity of the reading experience during childhood is here explored through a parallelism with the metaphor of dismemberment. This metaphor, deeply rooted in our collective imagination, is analysed from the Osiris myth told by Plutarch to contemporary classics, together with fables' different versions, picture books, songs, and TV series. [ABSTRACT FROM AUTHOR]

Jiu-jitsu is a martial art that can be used by men and women of all ages in the world and is trained by many people. Jiu-Jitsu (guidance), the ancestor of Jiu-Jitsu, is the technique used by Samurai at the last moment. They demonstrate that drinking is inefficient when losing weapons at close range and enemy opponents. Berries and clicks are more effective for survival. Jiu-Jitsu, now famous around the world, was shown in Brazil by Mitsuyo Maeda (Conde Koma) in Japan. Brazilian Jiu-Jitsu moves to a position that is advantageous for his bare hands and uses opponents and cookers to control the opponent. Brazilian Jiu-Jitsu has the advantage that small people can beat large ones. Adjust the ground technology such as moderating, strangling, and clicking to use the technology more efficiently than defeat with power. It has been established that jiu-jitsu can be useful for martial arts and self-defense techniques as time goes by, but few papers have spelled it out, especially in Korea. Also, many Jiu-Jitsu stands in Korea and claim that the best way of raising their organization is the best, and many Jiu-Jitsu practitioners in South Korea teach from the Jiu-Jitsu teaching method Was given a one-sided training. Therefore, in this paper, we grasped the vitality principle of Jiu-Jitsu and examined the appropriate training method. [ABSTRACT FROM AUTHOR]

Italy is a frontrunner in the process of population ageing, which is affecting most high-income countries in Europe and elsewhere. Increasing longevity, paired with decreasing fertility and a much slower pace in the reduction of later life morbidity, has and will lead to an increasing mismatch between long-term care needs and resources. Within this context, it is important to understand the extent to which (scarce) care resources are distributed in society. As a matter of fact, inequality in access to long-term care in later life can add to pre-existing inequalities and further aggravate already existing disadvantages. In the present paper, we present a systematic review of existing studies focusing on the social stratification of access to long-term care among the older Italian population. Three dimensions of social stratification are considered: education, income, and wealth. Previous results suggest that education is a key factor in the unequal distribution of care resources, especially in terms of formal care. Regarding access to informal care and the role of income and wealth, previous literature reports mixed findings. The review also identifies several significant limitations in previous studies on the topic. [ABSTRACT FROM AUTHOR]

Empirical studies have repeatedly shown a progressive reduction of educational inequalities by social class of origin in most European countries (Breen et al. 2009; Ballarino et al. 2008; Barone and Ruggera 2018). However, in most contributions, parental wealth has been largely overlooked as a specific and independent dimension of parental SES, and only a few contributions have investigated the variation of wealth gaps over time (Pfeffer 2018). This work aims to contribute to the literature in two main directions. First, it aims to provide an empirical assessment of trends in wealth gaps in Upper Secondary and Tertiary education over the last three decades in Italy. Second, it aims to assess whether and how these gaps have varied along different segments of the wealth distribution. Using the Historical Archive of the Household Survey on Income and Wealth (SHIW-HA), the paper analyses the variation of wealth gaps in upper secondary graduation rates for children born in the '70s, '80s, and '90s, and tertiary graduation rates for children born in the '60s, '70s, and '80s. Results show a progressive reduction of adjusted wealth gaps in upper secondary education. Compared to the '70s birth cohort, an increase in upper secondary graduation rates is observed around the median of the wealth distribution for children born in the '80s, followed by an increase occurring at the bottom for the '90s birth cohort. Conversely, wealth gaps in tertiary attainment have persisted, if not increased. Between the '60s and '70s birth cohorts, wealth gaps in tertiary widened, following an increase in graduation rates that occurred exclusively at the top of the wealth distribution. Between the '70s to the '80s birth cohorts, tertiary graduation rates converged upwards, with a greater increase in the bottom half of the wealth distribution. The net balance between the '60s and '80s cohorts shows a slight increase in wealth gaps. [ABSTRACT FROM AUTHOR]

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The path to acquiring an identity is complex and not without its problems for girls and boys; it is therefore necessary to avoid the accumulation of absolutely gratuitous and removable obstacles on their formative path, such as those caused by gender restrictions. Contemporary children’s literature today opens up to perspectives of this kind, feeding the imagination of readers with stories that address the gender issue from the perspective of the acquisition of an identity free of stereotypes. As we intend to demonstrate in this paper, an important contribution from this point of view is offered by the studies Carmela Covato has conducted on the relationship between gender and education, offering a careful look at the use of literary sources, among which children’s narratives are rightfully included. [ABSTRACT FROM AUTHOR]

The relational and trustful conception of law proposed by the author highlights, in the opinion of the commentators, the essential link between law, democracy, trust and persuasion. This paper focuses on these intersections and states explicitly the points of contact with a rhetorical perspective of law, arguing that Aristotelian defence of Rhetoric serves to defend a precise model of polis, of man and law, against the vision of sophistry, which is one of the sign of the modern 'verticalist' conception of relationship. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

RESEARCH OBJECTIVE: The article discusses the interplay between language, cognition and culture from a cognitive diachronic perspective, focusing on the relation between religion and metaphorical thought. It investigates the role of the conceptual metaphor UNDERSTANDING IS LIGHT in religious discourse, using the example of The Revelations of Divine Love, written by Julian of Norwich, a late medieval anchoress. THE RESEARCH PROBLEM AND METODS: The paper draws on the Extended Conceptual Metaphor approach, Zoltán Kövecses’s elaboration of the Conceptual Metaphor Theory (CMT). The universalist bias of CMT means that the theory tends to ignore the sociocultural context of historical data, prioritising the influence of universal human embodiment on metaphorical thought. Using Kövecses’s approach, the paper shows how the gap in CMT methodology may be bridged to yield more reliable results. THE PROCESS OF ARGUMENTATION: The present study connects Kövecses’s approach to Cognitive Linguistic research into sociocultural situatedness. To exemplify the problem, the analysis examines the cognitive‑cultural underpinnings of Julian’s use of the metaphor UNDERSTAND‑ ING IS LIGHT. RESEARCH RESULTS: The analysis shows that the metaphorical conceptualisation pattern may well derive from Julian’s sociocultural situatedness. The paper indicates that the anchoress’s metaphorical thought should be seen as embedded in the late medieval sociocultural context, rather than being considered solely in terms of universal aspects of embodiment. CONCLUSIONS, RECOMMENDATIONS AND THE APPLICATIVE VALUE OF RESEARCH: The study concludes that the idea of sociocultural situatedness may be pivotal in the analyses of historical texts. It seems important to incorporate this idea into Kövecses’s approach, which may inform the methodology of cognitive diachronic research into metaphorical conceptualisations. Furthermore, the results may be applied to teaching students how to approach historical texts, helping them gain a better understanding of the relation between metaphorical thought and culture.

This paper provides a comprehensive review of evidence-based behavioural strategies for the successful inclusion of children with autism in general education environments. The authors emphasize the importance of creating a truly inclusive learning environment and implementing behavioural research-based strategies to support the effective inclusion of children with autism. The review includes behavioural strategies such as behavioural assessment and approaches, review and practice, direct instruction, formative assessment and feedback, and school-wide positive behaviour support. The paper is one of a series of papers reviewing inclusive strategies for children with Autism.

Over the last thirty years English for Academic Purposes (EAP) has expanded, cutting across the domains of specialised discourse, and has shifted its focus to meet the needs of large numbers of non-native speaking students at the university level. In this regard, English for Academic Legal Purposes (EALP) can be defined as the teaching and learning of legal English as an ESP subject that includes the academic dimensions of EAP. This paper investigates how EALP textbooks has responded to the challenges of law school education. Reflecting on the pedagogic contributions of Carrick and Dunn (1985), Candlin, Bhatia, and Jensen (2002), and Prinsloo (2015), this paper begins diachronically with a sample of EALP-type textbooks from the point where Prinsloo completed his analysis. Drawing on these reviews, this paper attempts to provide some insights into the development of EALP-type textbooks and their response to the challenges of legal English education.

Moments of moral disquiet encounter clock time as well as lived time, and thus professional human practices are existential and take place in time and space. Professional practices as existential involve human bodies and relationships, and are based on trust, responsibility, and vulnerability. The paper explores the relation between lived time and moments of disquiet. We borrow lived experience descriptions from students in professional practices and analyse them phenomenologically. Our informants are students in profession studies of nursing, social work and education interviewed individually in or after external institutional practice during their education. In the interviews they share their experiences of personal responsibility in situations orienting to others in professional practices. As a life existential, time shapes and organises our bodies and activities from birth to grave and is lived and experienced in a variety of ways in daily life and life as such. Time is thus a precondition of human life and life itself. Our interest in this paper is to show and argue phenomenological-pedagogically why and how it is of professional significance to teach students to take the required time to care, and to encourage them to be attentively present in situations when other persons’ lives take place.

This paper provides an overview of autoethnography as a qualitative research methodology. It outlines the conceptual underpinnings, evolution, key features, data collection methods, and theoretical orientations that have shaped autoethnography. The unique affordances of autoethnography are discussed, including producing thick insider descriptions, illuminating hidden social worlds, disrupting problematic research power hierarchies, enhancing researcher reflexivity, and increasing accessibility through evocative storytelling. Critiques and limitations of the method are also examined, including issues of ethics, rigor, generalizability, and tendencies toward self-indulgence. The paper advocates for incorporating autoethnography into research contexts to harness its strengths for generating nuanced, embodied accounts of cultural experience, although careful implementation is required. Overall, the examination delineates how autoethnography offers profound subjective, yet systematic means for inquiry aimed at furthering human self-understanding and sociocultural critique.

The paper investigates how the history of the colonial period was narrated in parascholastic materials that complemented school textbooks after the Second World War. The author focuses on the Enciclopedia del Ragazzo Italiano published in Milan by Giuseppe Latronico (1896-1981) with Labor publisher between 1938 and 1940. By analysing the paragraphs dealing with colonialism, the author delineates continuities and changes between the first edition, which appeared during the period of State-sponsored racism, and the 1949 one. The paper shows how Italian colonial imagery continued after the Second World War when Italians avoided any public reflection on African independence movements. The lack of public debate on colonialism resulted in the persistence of long-lasting cultural constructions that dated back to 19th-century military operations conducted in Africa.

This essay first attempts to provide a brief description of what the Italian postcolonial condition is, by taking into consideration some critical points that should be addressed when thinking about decolonial pedagogy in multicultural contexts, such as colorblindness and the neoliberal management of interculturality. Then it follows some assumptions collected during 4 months of ethnographic collaborative-action research within popular and communitarian movements that provide Popular Education in some marginal areas of the city of Bogotá, Colombia. Finally, drawing on the same experiences I have been involved in, I will propose suggestions for imagining how the Italian understanding of intercultural education can be freed from coloniality. Eventually, the paper proposes the need to carry out a communitarian turn in pedagogy based on three orienting practices: memory as a dialogical and living praxis, territory as a hermeneutic tool and methodology, and politics of love and care. Given this, the paper also seeks to address interculturality as a dialogical methodology through which supporting the argument. Indeed, the postcolonial framework is considered in its resonances with Cultural Studies, Popular Studies, Popular and Critical Education, Black Studies, and The Latin American Decolonial Movement.

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The protagonists of the present article are Florence-based Bangladeshi children who face the challenges of transnationality along with their families. In light of this condition, their destiny is linked to a gamut of possible solutions: emigrating, staying, re-emigrating, or even going back to Bangladesh. These very options frame the purposes of the article, namely exploring: (a) the perceptions and feelings experienced by Bangladeshi children in relation to migration strategies adopted by their parents, and (b) the implications that transnational mobility may have for their education. To achieve these goals, the paper builds upon the results of a qualitative study, largely supported by micro-narratives gathered during fieldwork conducted with Bangladeshi pupils attending Italian schools in Florence. [ABSTRACT FROM AUTHOR]

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)