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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 Didattica della Storia: Journal of Research & Didactics of History is the property of Centro internazionale di Didattica della storia e del patrimonio (DiPaSt), Universita di Bologna 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 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.)

The paper proposes an analysis of the recent debate on reading literacy in education, highlighting the opposing positions that identify functional reading as a tool either for democratic participation or for conforming to the market-meritocratic logic. Against this oppositional view, the article reconstructs the origin of reading literacy in order to explore, with Dewey, the possibility of rethinking functional reading in the light of a democratic vision of education and schooling. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Filología Italiana is the property of Universidad Complutense de Madrid 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 project has been implemented in a class of 17 children over a period of five schoolyears. A laboratory teaching aimed at creating compelling and increasingly challenging experiences for our students. In particular, the History of the Governor Palace in the old town of Cento in the time of the Este family and the Partecipanza Agraria were crucial to bring our children back to the origins of this territory. Through a “re-appropriation” of their own history – whose legendary significance was told by old relatives and friends – children have become aware of the past of this landscape area. A journey through time by consulting old papers, maps, written and iconographic documents. An active investigation of the past by visiting the municipal historical archives of Cento and the headquarters of Partecipanza Agraria. Transversal competencies have been definitely acquired by students and teachers as well as through this multifaceted experience.

The importance of youth participation is underlined by international policies, which widely stress youth’s fundamental role in developing more just and sustainable societies. At the same time, disaffection from the more traditional democratic processes is registered by young people, who instead seem to be looking for forms of expression of a different nature. This paper aims to question the forms of participation of young people, offering to consider them as resources for the broader society within the perspective of public pedagogy (Biesta, 2012), suggesting that the institutions let themselves be informed by what is happening.

Global citizenship is driven by the belief that it is necessary to promote a global conscience, skills, values and attitudes in favor of a more sustainable and inclusive world, able to coun- ter serious criticalities, such as poverty, imbalances, forced migration, climate change, con- flicts, which often accompany current development models. This article is dedicated to the articles that make up this issue of the magazine and which were selected from those pre- sented in the call for paper “Towards Global Citizenship:Life And Training Paths For Youth Peopleˮ. Preliminarily to the description of the selected contributions, it seemed op- portune to dedicate some reflections to a complex theme that can be analyzed through nu- merous approaches and empirical researches.