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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

In Western culture, the concept of “care” is usually related to two main semantic domains: the idea of “curing”, mostly associated with medicine, and the idea of “taking care”, more frequently related to nursing and educational practices. The aim of this paper is to analyse the different meanings of “care”, including the existential dimensions of the caring process as well. After a brief analysis of the changes concerning medical science over the last centuries, we will mainly focus on the transformations through which the clinical practice has gone, thanks to whom the concept of “taking care” of the patient has gained increasing attention. The paper will finally underline the educational dimensions of the caring approach, intended as a patient’s global care. Indeed the aim of that approach is not only to promote a status of physical and psychological wellbeing, but also to support patients development through their personal growth and education.

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.

l presente contributo si propone di esplorare e riflettere, da una prospettiva pedagogica, sulla casa come luogo di educazione per le bambine e i bambini che la abitano attraverso la prospettiva offerta dall’emergenza pandemica in corso. Nella prima infanzia la dimora della famiglia rappresenta il luogo entro il quale il bambino comincia a prendere coscienza di sé, e a esistere proprio a partire dallo spazio della casa. L’emergenza COVID-19 ha imposto un ritorno forzato alle mura domestiche portando a ripensare il ruolo della casa.Si intende, pertanto, condividere alcune riflessioni peda-gogiche a partire dai risultati di una ricerca qualitativa (parte del progetto Europeo Erasmus+ DEPCIP) condotta durante il lockdown di marzo-maggio 2020 e volta a comprendere l’impatto che un periodo prolungato di confinamento ha avuto sull’ambiente fa-miliare. Il contributo si basa su una ricerca quali-quantitativa (Ted-dlie & Tasshakori, 2006), condotta attraverso l’intervista semi-strutturata Computer Assisted Web Interview (CAWI). Circa 1000 genitori provenienti dai Paesi coinvolti nel progetto sono stati raggiunti, di cui 400 italiani. Lo studio ha inoltre indagato le relazioni con gli spazi domestici e pubblici, mostrando come l’isolamento abbia provocato una ridefinizione delle “geografie di casa” delle famiglie (Blunt & Varley, 2004). A partire dai risultati di ricerca il presente paper rifletterà sulla complessità dei significati di casa che si sono andati attraversando nel corso di questo periodo emergenziale e delle sue ricadute sul piano educativo.

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.

The quality of the political and social environment we are surrounded by mirrors the attention we pay to the relations with ourselves and with the others. However, in the contract-based society where we live, where individual “success” is an answer to external logics of prestige and where social bonds are created to defend individual interests, we can witness a lack of cultural awareness and an absence of places and systematic practices that help people becoming self-aware. The paper considers this care to relations, understood as the “well-being of the soul” (eudaimonia), as the necessary push for a cultural, political, and social rebirth based on a greater commitment to teaching people to listen and to the fulfillment of the desire to grow the seeds of goodness inherent in everyone

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 di questo articolo è di celebrare la dignità del lavoro dei medici di famiglia, riflettendo sulla loro pratica attraverso la metafora della “Modernità liquida” di Bauman. Considerando il contesto europeo ed italiano, verranno suggerite tre possibili azioni educative per l’educazione degli adulti nella sanità, al fine di comprendere e condividere la naturale “dynamic capability” della Medicina di Famiglia nel superare la liquidità professionale. The aim of this paper is to celebrate the dignity of the work of family physicians, reflecting about their practice through the metaphor of Bauman’s “Liquid modernity”. Considering the European and the Italian context, three possible educative actions will be suggested for adult education in healthcare, to understand and share the natural dynamic capability of Family Medicine to overcome professional liquidity.

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.

The paper explores presuppositions about career guidance in Higher Education. The project Conosco e scelgo involves a whole institution (Milano Bicocca, 8 faculties, 35.000 students) into a systemic process aimed to innovate traditional cultures and practices. “Let’s speak about it” is a group setting where stories, theories and actions about dreams and projects, study and work, un-certainty and choice are generated.

The present paper explores the amount of research activity estimated through the growth of scientific literature in the field of parents’ participation in their childrens’ schooling: it is a so-called bibliometric analysis. Assessing the “size of science” is a complex task, but bibliometric techniques have been shown to be useful in the development of scientific research activity to address emerging concerns such as the rate of development of a certain discipline and of some specific areas of scientific interest (Katz & Hicks, 1997). Data for analysis were collected from several relevant queries restricted to articles accessible through Cambridge Scientific Abstract (C.S.A.) on-line research platform. Nearly 11,000 bibliographic records were retrieved, with publication dates ranging from 1966 to 2005. In this study researchers attempted to answer two main research questions: which is the rate of literature growth in the field of parent participation (and the expected rate for the forthcoming years)? Which are the different patterns of literature production through different research fields (Pedagogy,Psychology, Sociology, etc.)? Our results reveal a strong growth rate in the number of articles published, and rather significant differences in the various disciplines taken into consideration.