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In this paper, we share the first results of a triadic ethnographic conversation (Sawyer, Norris, 2013) using different kinds of writing, pictures and “evocative objects” (Bollas, 2009) as a way of knowing (Heron, 1996). Our collaboration, not least in an international research workshop about gender in art and adult education, and involving other voices in order to enrich or challenge our narratives, will be a starting point for critical reflection. Our research method incorporates theories of dialogue, life history, aesthetic representation, and transformation.Our aim, then, is to explore some dilemmas brought in our lives by a feminist self-positioning: about learning, about our theory and practice of research, about the imagination and representation of gender, especially in art and adult education, about the embodiment of identity, knowing, and social justice

This paper focuses on the experience of traineeship for students in the Master Degree Course in Pedagogical Sciences of the University of Milano Bicocca. First, it draws the normative and institutional framework related to the profile of the second level professions in the educational field, such as coordinators, supervisors, consultants, as well as trainers of educators, of teachers, and of other care professionals. Second, this paper analyses the traineeship educational project, highlighting its theoretical and methodological assumptions and its functioning as a “pilot” experience of tutoring. In the end, the article shows the new project of traineeship for the university students, a project that derived from a critical process of evaluation of the pilot course.

La crisi generata dalla pandemia da COVID-19 ha aperto ad un’epoca di grandi incertezze ma può anche costituire l’occasione per riflettere criticamente sul presente e orientare scelte per il futuro. In che modo le azioni nate in risposta ad una crisi possono generare conoscenza e apprendimenti facilitanti il passaggio dalla resilienza alla trasformazione? Quali dispositivi pedagogici possono essere utili in tal senso? Il presente contributo descrive un percorso di ricerca e formazione che ha coinvolto alcuni operatori sociali di servizi per adulti con disabilità in Lombardia. Attraverso un approccio etnografico, le pratiche professionali nate durante i mesi di emergenza sanitaria sono divenute punto di partenza di un processo di interrogazione critica. La progettazione di uno spazio intermedio, in cui connettere vincoli e possibilità e livelli micro, meso, macro, ha favorito la creazione di un emergente possibile e di uno sguardo condiviso sul cambiamento futuro di questi servizi. The crisis generated by the COVID-19 pandemic has opened up an era of great uncertainty, but it can also provide an opportunity to critically reflect on the present and guide choices for the future. How can actions born in response to a crisis generate knowledge and learning facilitating the transition from resilience to transformation? Which pedagogical devices can be useful in this sense? This paper describes a path of research and training that involved some social workers of services for adults with disabilities in Lombardy. Through an ethnographic approach, the professional practices born during the months of health emergency became the starting point of a process of critical questioning. The design of an intermediate space, in which to connect constraints and possibilities and micro, meso, macro levels, has favored the creation of an emergent possible and a shared look at the future change of these services.

L’azione di orientamento delle università negli anni si è molto trasformata. Da un ruolo informativo svolto nelle giornate di apertura, fino a una dimensione che si articola in un processo temporale di lunga durata: in ingresso, durante il percorso universitario e in uscita. Molti sono gli interventi progettati dalla commissione orientamento dell’Università di Milano-Bicocca nel suo complesso; quello su cui questo contributo vuole soffermarsi è il tutoring per gli studenti del primo anno. Un’azione estremamente articolata che iniziata nel 2013, è arrivata a coinvolgere ben sedici Corsi di laurea. Nello scritto si analizzeranno i passaggi che hanno portato all’attuale realizzazione accostati a una prima analisi riflessiva della documentazione redatta. University orientation programs have evolved significantly in recent years, going from mere induction days to long-term processes spanning students’ entire course of studies from entrance through exit. The orientation committee at Milano-Bicocca University leads a wide range of orientation projects; in the current paper, we focus on the university’s tutoring program for first-year students. This highly complex scheme was first launched in 2013, and is currently offered on 16 different degree courses. We analyze the steps that led to the development of the present format, while reflectively evaluating the documentation produced on its implementation.

Referring to the traineeship of the Master Degree in Advanced Educational Sciences, University of Milano-Bicocca, the paper aims at reflecting on the role of University tutor. Examining both scientific literature about tutorship both the interviews realized with the tutor for a final degree project, the contribution will offer reflections and suggestions in order to thematize and question role and functions of tutor professional position

The Active Policies Project [Progetto Politiche Attive] – promoted by the Department of Human Sciences for Education of the University of Milan - Bicocca – provides the activation of multiple supportive actions for students, in order to help them in the articulation of a meaningful and fully formative academic experience. The purpose of this paper is to present the symbolic functions and the pedagogical foundations underlying the project and the methodological choices that characterize the coordination and tutoring functions.

Una delle prospettive di analisi che anima il dibattito contemporaneo sulla giustizia sociale è fondata sull’approccio delle capacità come invito a “chiedersi che cosa le persone siano in grado di fare ed essere in quella particolare società” (Saraceno, in Nussbaum, 2002, p. 9). Tale approccio introduce una differente prospettiva sulla contribuzione che intende superare la produttività propria delle logiche di mercato. Questo non senza implicazioni sul piano politico e sociale. Si tratta di una prospettiva interessante anche per guidare una riflessione sul ruolo assunto dalle bambine e dai bambini nelle nostre società e sugli spazi loro dedicati (e concessi) non solo per partecipare ma anche per contribuire ad esse. Il presente articolo intende, pertanto, riprendere specifici tratti della giustizia sociale per proporre una riflessione pedagogica sulle strategie politiche e culturali che nella nostra società contemporanea riguardano i minorenni, mettendo in luce l’importanza di un impegno pedagogico che possa analizzare criticamente l’infanzia (quale categoria sociale) per fare spazio ai/alle bambini/e (quali attori sociali) Within the contemporary debate on social justice, there is a specific approach based on the concept of capability, in other words, revolving around the question "What can people be and do in a particular society?" (Saraceno, in Nussbaum, 2002, p. 9). This approach introduces a different point of view through reconsidering the concept of contribution: going beyond the concept of productivity contained in the market logic. This change of perspective entails critical implications on the political and social level. This perspective is also interesting for the debate it provokes around the role children play in our societies and around the spaces devoted (and granted) to them, in order to allow them to not only participate in our society but also to contribute to it. This paper offers a pedagogical reflection on the political and cultural strategies of our society concerning children (using the context of Italy, against the European backdrop) by considering specific elements of these social justice theories. It will also highlight the importance of a pedagogical engagement that is capable of criticizing childhood (as a social category) in order to let children be active (as social actors).

Time represents both a crucial concept to interpret one’s own experience and a taken-for-granted dimension of everyday life. These intertwined aspects impact individual and collective actions: time remains essentially a locus of power dy-namics, that’s why it must be understood and studied as a ‘dispositive’ and it needs a deep analysis from a pedagogical perspective. There is no doubt that peo-ple’s experience of temporal alienation and temporal habitus espressed in differ-ent forms of living and acting, had to be questioned from an educational point of view. This paper provides a focusing analysis of the relationship between educa-tional temporality and rhythms of the pedagogical processes exploring a possible perspective of a genealogy of formative temporality to develop a rethinking of emancipation and some forms of organization that affect autonomy and agency., Studi sulla Formazione, Anno XX, 2-2017

Lo scopo dell’articolo è individuare e descrivere a livello teorico il ‘dispositivo strutturale’ sotteso all’educazione sportiva, nell’ipotesi che un suo utilizzo accorto e pedagogicamente fondato possa favorire lo sviluppo armonico della persona durante l’adolescenza. La prima parte del lavoro sarà dedicata alla problematizzazione del concetto di educazione al fine di gettare le basi per una successiva disamina dell’esperienza sportiva. Si introdurrà la nozione foucaultiana di dispositivo, individuandone le ricadute in campo educativo attraverso l’opera di Riccardo Massa. Proprio ripercorrendo la produzione teorica di Massa sarà possibile delineare due delle dimensioni portanti dell’esperienza educativa: quella finzionale e quella rituale. Si esaminerà poi più da vicino la relazione educatore/educando sulla base delle categorie concettuali sin qui illustrate. Nelle restanti due parti dell’articolo, in linea con l’approccio teorico precedentemente delineato, si analizzerà l’educazione sportiva extrascolastica mettendone in risalto specificità e valore formativo, in vista di una possibile cura dell’esperienza educativa stessa. The paper theoretically describes the ‘structural dispositif’ that makes education and sports education possible and argues that an expert use of the ‘structural dispositif’ by educators could help the harmonious development of adolescents. The first part of the article focuses on Riccardo Massa’s work and his contribution to the italian pedagogical debate: his concepts of ‘education as a dispositif’ and ‘structural dispositif’ are analyzed, showing their connections with the foucauldian dispositif. In the second and third part of the article sport education is examined on the bases of these theoretical categories and its specificities are highlighted.