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Experiencing contact with the world helps to develop a connection, a sense of belonging, care and ecological awareness, generating a desire to experience more sustainable existences (Mortari, 2020). The immersive and experiential encounter with the environment can foster a deep connection with the world in which children are asked to take responsibility towards places (Sobel, 2002): so, it is possible to develop respectful, empathic and sustainable attitudes (Guerra, 2020; 2021) which allow each one to feel part of the planet, and not outsiders of something to be exploited. Ecological education (Mortari, 2018) enhances a sense of deep connection with the world (Chawla, Derr, 2012) through occasions of encounter, knowledge and a desire to care for places, which progressively acquire significance (Judson, 2019). Caring is a practice acquired through experiential learning: in this sense, it appears crucial to promote immersive experiences outdoors where caring is embodied in practices (Mortari, 2020). In light of these considerations, a project by a research group of the Department of Human Sciences for Education of the University of Milano-Bicocca, within the National Biodiversity Future Center, proposes exploratory experiences of the Vivaio Bicocca, an outdoor place in the neighbourhood, neglected for years and recently redeveloped through interventions and cultural initiatives. Among the actions envisaged there are initial proposals and tools for observation, collection, cataloguing and documentation, discussed with a group of researchers from the Department of Biotechnology and Biosciences. These tools, useful for keeping track of questions and hypotheses with narratives, sketches and photographs, making discoveries visible and supporting reflective processes, have been tested with children aged 3-11 and their teachers/educators through a material-reflective experience (Guerra, 2019) that aims to observe, describe, look for relationships and questioning, through an

A literature review of more than 70 articles on Biodiversity Education reveal certain trends that highlight critical issues that educational research may handle. For example, most studies have a strong didactic connotation and education seems to be meant as outreach and dissemination activities. Even if the audience reached by the studies considered is broad (from kids to adults), Biodiversity Education (Saito, 2013) is mostly conceived "one-way" awareness-raising and information initiatives, and less often experiential long-term involvement. The above seems to be at odds with some of the evidence from studies of Ecological education (Mortari, 2020) which shows that immersive and experiential encounter with the environment can foster a deep connection with the world in which individuals are asked to take responsibility towards places. Towards exploration it is possible to develop respectful, empathic and sustainable attitudes which allow each one to feel part of the planet, and not outsiders of something to be exploited: a core attitude of understanding the importance of biodiversity too. In order to fill this gap, a research group of the Department of Human Sciences for Education, in collaboration with the Department of Biotechnology and Biosciences of the University of Milano-Bicocca, designed and implemented a toolkit to promote outdoor explorations aimed at knowing and valuing biodiversity. The poster will present the kit and the first results of the educational activities that have been promoted: a material-reflective experience (Guerra, 2019) that aims to observe, describe, look for relationships and questioning, through an immersive occasion that triggers the desire to learn more.

A partire dal tema della femminilizzazione dei lavori educativi e di cura, il presente articolo esplora il fenomeno della quasi totale assenza di educatori ed insegnanti nell'ambito della ECEC, luoghi di lavoro in cui la segregazione di genere è estremamente marcata. Il testo analizza le traiettorie professionali, le narrazioni e i punti di svolta di professionisti di nidi e scuole dell'infanzia restituendo una parte inedita di una ricerca più ampia, condotta tra il 2016 e il 2022. Alla luce dell'analisi e della letteratura sul tema vengono poi delineate possibili azioni volte a favorire l'avvicinamento ed il reclutamento di professionisti sottorappresentati in questo ambito professionale., Taking as its starting point the feminisation of education and care work, this article examines the phenomenon of the male educators and teacher’s shortage in ECEC, workplaces where gender segregation is extremely pronounced. The article analyses the professional trajectories, narratives and turning points of ECEC professionals. Based on an unpublished part of a larger research study conducted between 2016 and 2022, the paper identifies possible actions to facilitate the outreach and recruitment of underrepresented professionals in the sector.

This paper reflects the application in education of an autocorrect for Italian designed to make it easier to adopt gender-fair language consistently in administrative documents. Sexism in Italian produces important effects in educational contexts as confirmed, for example, by research analyzing school texts. The literature highlights how certain gendered expressions influence our cognition, and how masculine terms evoke masculine images with the effect of excluding, depowering and make invisible women, non-binary and trans people. The analysis of sexism in Italian is thorough and several national and international bodies issued gender-fair language guidelines, that constitute a vast know-that on the subject. However, there is a lack of operational tools to facilitate their implementation, bridging the gap between the know-that and the know-how. This contribution aims to explore, from an interdisciplinary perspective, the pedagogical and training potentialities arising from the use of a gender-fair autocorrect in education. In particular, we argue that the benefit of such a tool is twofold: on the one hand, it produces fair texts and, on the other, it helps its users to develop the ability to recognize and replace sexist expressions.

A partire dall’analisi di esperienze di ricerca condotte con persone appartenenti a gruppi minorizzati o socialmente vulnerabili, intendo esplorare alcune questioni etiche rilevate nella ricerca educativa con giovani e adultǝ, in particolare nell’utilizzo di metodi creativi, dalla fase di raccol ta dei dat i f ino al la loro disseminazione. Le metodologie considerate saranno la scrittura umoristica e la sua traduzione in comic strips, il photovoice, e per finire, la foto-elicitazione. Ognuna delle ricerche evidenzia alcuni nuclei etici, quali ad esempio la legittimità, i contenuti e i significati condivisi o meno in riferimento all’umorismo e al suo utilizzo nella rappresentazione di chi è (consideratə) ‘altrə’; così come il processo riflessivo di chi fa ricerca; l’esposizione pubblica e la diffusione di prodotti che, nel contribuire alla diffusione di contenuti rilevanti, possono essere importanti testimonianze di esperienze biografiche, in alcuni casi sensibili; il riconoscimento dell’autorialità e della proprietà intellettuale e la problematica dell’archiviazione dei prodotti., Starting from an analysis of different research experiences with people belonging to minoritised or socially vulnerable groups, I intend to explore some ethical issues that have been identified in educational research with young people and adults, particularly in the use of creative methods, from the data collection stage to its dissemination. Humorous writing and its translation into comic strips, photo-voice and finally photo elicitation are the creative methods I will consider. Each research considered highlights ethical cores. First, the legitimacy and shared or unshared meanings of humouring and using it when writing about 'the other'. Second, the reflexive process of doing research. Third, the public dissemination of the results, which, while contributing relevant content, can also be important accounts of biographical experiences that are in some cases sensitive. Fourth, recognition of authorship and ownership, and issues of archiving output.

Il contributo esplora le dimensioni in cui il maschile, e la concezione a esso socialmente attribuita, si manifesta nei servizi per la prima infanzia, permeandone relazioni e proposte educative. Dopo un breve exursus circa i costi del patriarcato per i bambini, il testo esplora la prospettiva delle figure professionali che con loro lavorano; l’esito è la formulazione di proposte volte a progettare contesti educativi capaci di promuovere le pluralità del maschile.

The aim of this presentation is to address the male shortage in early education and teaching professions, through an interdisciplinary frame. Critical studies on masculinities and literature on role models in ECEC and primary schools are here in dialogue with pedagogical perspectives on hidden curriculum studies and inclusive education theory. My proposal describes a theoretical framework and research project in its early stages aimed at investigate whether a more diverse teaching staff may increase inclusion in education, understood as the never-ending commitment to developing better ways of responding to diversity. Although international literature is quite attentive to minority teachers, the Italian scenario does not look so rich of theory or empirical study. While reframing the male shortage definition in an intersectional framework, including gender identities, but also considering ethnicity, (dis)abilty, religious or cultural backgrounds, I intend to investigate if a diverse teaching staff may challenge the mainstream curricula and pedagogical practices, and increases the level of inclusiveness of schools in a diverse society.

The aim of this essay is to address the so-called male shortage in early education and teaching professions, through an interdisciplinary frame. Critical studies on masculinities and literature on role models in schools are here in dialogue with pedagogical perspectives on hidden curriculum studies and inclusive education theory. The paper describes a theoretical framework of a research proposal aimed at investigate whether a more diverse teaching staff may increase inclusion in education, understood as the never-ending commitment to developing better ways of responding to diversity. Although international literature is quite attentive to minority teachers, the Italian scenario does not look so rich of theory or empirical study. While reframing the male shortage definition in an intersectional framework, including gender identity and performance perspective, but also considering ethnicity, (dis)ability, religious back ground, I intend to investigate if a diverse teaching staff may challenge the mainstream curricula and increases the level of inclusiveness of schools in a diverse society.

The contribution aims to explore whether and how it is possible to indulge children's on-gender curiosity in a binary and heteronormative society. From a theoretical perspective, the contribution draws on those theoretical approaches that, in questioning gender role models, propose the plurality of adult figures as a means of deconstructing stereotypical gender roles. From a methodological point of view, this is an experimental qualitative research, mainly carried out with a reflexive approach inspired to autoethnography. Autoethnographic events are considered ex-post in order to highlight both some rising problems for a non binary gender education, and related countermeasures,and the difficulty of making synthesis between my professional expertise on the subject, the existing literature and the sense of displacement when not discomfort in proposing a non-binary educational approach to gender in a society expressly so.

La proposta restituisce un’analisi critica dell’impianto pedagogico della Summer School “Waterscapes in heritage and enviroment”. Tale analisi è l’esito di una ricerca pedagogica di tipo etnografico, realizzata nel luglio 2023 e volta ad esplorare proposte pedagogiche innovative nell’ambito dell’educazione alla sostenibilità. Waterscapes è una proposta formativa per studenti di master e PhD, caratterizzata da un approccio interdisciplinare, esperienziale e multiculturale, promossa dall’Università di Bergamo in partnership con le Università di Belgrado, Rijeka e l’Istituto di Ricerca Sociale di Zagabria. Waterscapes si configura come un dispositivo pedagogico immersivo, di una settimana, realizzato in forma residenziale su una imbarcazione in navigazione nelle coste croate del Mar Mediterraneo. L’articolato impianto metodologico veicola contenuti multidisciplinari attraverso seminari teorici, esplorazioni ambientali (naturalistiche e non) e attivazioni, in un itinerario progettato con la finalità di approfondire le relazioni tra l’acqua e le terre balcaniche che essa bagna, dalla prospettiva stessa dell’acqua. Acqua intesa come elemento naturale e come costrutto socio-culturale e relazionale attraverso il quale riposizionare il proprio corpo, riconfigurare lo sguardo sull’alterità, in una continua ridefinizione dell’orizzonte, dei saperi acquisiti, delle relazioni complesse tra tutti questi elementi. L’impianto teorico, attraverso il quale vengono posti in luce punti di forza e criticità, fa riferimento, tra le altre, all'embodied research in educazione, alla pedagogia critica e alla teoria delle affordance nell'educazione outdoor.

Reliable predictions of the aero- and hydrodynamic loads of fixed-bottom and floating offshore wind turbines are paramount for assessing fatigue life and designing load and power control systems. However, significant uncertainty affecting aerodynamic predictions still exists. This study presents cross-comparative analyses of the predictions of aerodynamic loads and power of fixed-foundation and floating wind turbine rotors with and without yaw errors using time- and frequency-domain Navier-Stokes Computational Fluid Dynamics, and the Blade Element Momentum theory. The considered test case is the National Renewable Energy Laboratory 5 MW reference turbine, assumed to be mounted in the floating case on a semi-submersible platform and undergoing pitching motion about the tower base. Although the overall qualitative agreement of the low- and high-fidelity predictions is found to be fair in all cases, for the considered regimes the agreement between the two methods is better for the pitching rotor in aligned wind than for the yawed flows regardless of the tower motion.

The history of the modern Italian gynecology is closely related to the figure of an enlightened clinician and passionate master, Luigi Mangiagalli (1850-1928), who, with good reason, can be considered one of the fathers of this discipline. In 1906, Mangiagalli founded the Obstetric-Gynecological Institute in Milan, directing this structure until 1925. The aim of this paper is to describe some aspects of Italian gynecology at the beginnings of the twentieth century through the analysis of 250 original medical records, dating back to the years 1906-1912, fragments of real life of women, midwives and doctors in a pioneering era of obstetrics and gynecology.

Il presente articolo ha l’obiettivo di rilevare i punti di svolta nelle traiettorie di vita di tre famiglie rom romene che per oltre dieci anni hanno vissuto nella città di Milano e sono quindi state bersaglio di interventi politici. L’analisi lascia spazio alla dimensione interpretativa dei soggetti e alla valutazione che essi stessi fanno degli esiti delle proprie carriere abitative: un appartamento in affitto, una casa popolare e una baracca, considerandoli parte di un processo complesso e determinato da una moltitudine di variabili individuali, famigliari, culturali e strutturali. Gli effetti diretti ed indiretti degli interventi istituzionali permettono così di inquadrare il complesso tema dell’agency e dell’autonomia dei rom mettendo in luce le interazioni tra strategie individuali e vincoli strutturali.