Editorial Team

Antonio Genovese is Past Professor of Pedagogy and Intercultural Pedagogy at the Education Faculty of the University of Bologna. His areas of interest and research include initial and in-service teacher training, education policies regarding schools and universities, youth behaviour and processes of socialisation, peace education, new technologies, and intercultural and inter-ethnic education.

Luigi Guerra is Past Professor of Didactics and special needs/inclusive education at the Department of Education at the University of Bologna. His fields of research include: technologies of education in the knowledge society, theoretical and working perspectives in e-learning, environmental education, the contexts and tools for life long education.

Franco Frabboni is Professor Emeritus of Education at the University of Bologna. His research undertakes both theoretical (Philosophy of Education) and empirical fields (General Pedagogy), moving from the critical perspective of the “Problematicism Thinking”.
In particular, he focused on the epistemological foundation of the different parts of the formal (pre-school, primary school, lower and higher secondary school and second degree ), informal and non formal education system (family, local authorities, associations, world of work…), designing the perspective of an integrated and lifelong learning system.
He is editor of several pedagogical and didactic journals and issues.

Letizia Caronia (PhD) is Professor at the Department of Education University of Bologna) and member of the executive board of the International Association for Dialogue Analysis. Her research interests include language, interaction and culture in institutional as well as ordinary contexts; the communicative constitution of everyday and scientific knowledge; ideology and culture in social sciences. Her recent publications include: Language and Interaction at Home and School (2021, Amsterdam/Philadelphia, John Benjamins, ed, by); Morality in scientific practice: The relevance and risks of situated scientific knowledge in application-oriented social research, Human Studies, (2019, with A. H. Caron); “How ‘At-Home’ is an Ethnographer at Home? Territories of Knowledge and the Making of Ethnographic Understanding, Journal of Organizational Ethnography (2018).

Chiara Bove is Full Professor of General and Social Pedagogy at the University of Milano Bicocca and Deputy-Coordinator of the PhD in Education in the Contemporary Society. She is Italian country coordinator of the ECEERA conference. Her main research interests include: early childhood education; intercultural education; transitions in the early years; parent/teacher interaction and dialogue; innovative methods for teacher’s training/continuing professional development; youth participation and civic engagement, with a focus on vulnerable communities. She has been involved as project leader and member of research unit in several researches, both at a national and international level. Her most recent publications include: “Children under lockdown” (2021), Eceera J., 29 (7), 1-20., with S. Mantovani, et.al.); Capirsi non è ovvio (2020, F. Angeli); “Beyond invisibility” (2020 with N. Sharmahd, Eceera J. 18-1).

Paolo Sorzio is professor of Educational Design at the University of Trieste. His research interests are: the Socio-cultural perspective on education, multi-professional interventions to contrast school failure, qualitative research methods. He is member of ISCAR and EARLI. Among his publications: “Misurare e interpretare i processi di contrasto al rischio educativo”. Lecce: Pensa Multimedia (with C. Bembich). “The Reggio Approach in Motion. Documenting Experiences, Reflecting upon Practice and Disseminating the Ideas” in Journal of Childhood Studies, 2019, vol. 44(5), (with V. Campbell-Barr), Sorzio, P. (2014). “Experience as a contextual basis to connect professional concerns and conditions of practice. A case study of teachers implementing a curricular reform in Italy” in V. Ellis and J. Orchard (eds), “Learning teaching from Experience. Multiple Perspectives, International Contexts”, London: Bloomsbury.

Federico Zannoni is Associate Professor in general and social education at the Department of Education Studies “Giovanni Maria Bertin”, University of Bologna, where he teaches general, social and intercultural education. He has studied and written about ethnic stereotypes and prejudices in childhood, young immigrants of the second generation, cultural mediation and conflict management, sectarianism, divisions in the urban space, interreligious and intercultural dialogue, friendships, individual and collective nostalgia, education in deprived suburbs, youthful behaviors. Among his last publications: Quello che ci lega. Migrazioni, nostalgie e memoria: implicazioni pedagogiche (2018, Reggio Emilia, Junior), Il ciondolo spezzato. Spazi, forme e percorsi d’amicizia (2021, Milano, FrancoAngeli), Educare nelle periferie. Descrivere, comprendere, progettare (2022, Milano, FrancoAngeli).

Anna Antoniazzi is Associate Professor on History of Pedagogy and Children’s Literature at the University of Genoa. Her researches mainly concern: cross-medial and digital Storytelling; History of educational models; analysis of media phenomena concerning childhood; Fairy Tales as a privileged form of trans-medial Storytelling.

Silvia Demozzi is a PhD in Pedagogy and Associate Professor in General, Social Pedagogy and Philosophy of Education at the Department of Education of the University of Bologna. She teaches Education for affectivity and sexuality, Childhood Pedagogy and Reflexivity and pedagogical ethics. She was Principal Investigator of the Farfilò research project (funded by the Almaidea Program) on philosophical practices with childhood and adolescence. She deals with childhood, emotional relationships and sexuality.

Fabio Dovigo (PhD) is Full Professor of Psychology of Education at the Danish School of Education, Aarhus University (DK). His research interests are in the area of inclusive education and early childhood education and care. He is currently working on projects investigating the international comparison on the quality of education systems. His recent publications include Special Educational Needs and Inclusive Practices (Sense Publisher, 2016) and Challenges and Opportunities in Education for Refugees in Europe: From Research to Good Practices (Brill, 2018) and The Social Dimension of Higher Education in Europe: Issues, strategies and good practices for inclusion (Brill, 2020).

Valeria Friso is PhD in Pedagogy and Science of Education and life long learning and associate professor in Didactics and Special needs at the Department of Education Sciences, University of Bologna. Her didactic and research activity concerns the processes of social inclusion in particular towards adults with disabilities in the enhancement of territorial networks. She also deals these themes in the training on the territory. She takes part in different national and international researches’ projects.

Maria Benedetta Gambacorti-Passerini is a Researcher in General and Social Pedagogy at the Department of Human Sciences and Education “Riccardo Massa” of the University of Milan-Bicocca, where she teaches Counseling in Educational Distress: Theories and Practices. Her studies concern: educational work in mental health, the possible link between educational and health sciences, the training of second-level educational professionals, pedagogical counseling and educational discomfort.

William Grandi is Professor on History of Pedagogy and Children’s Literature at the University of Bologna. His researches are on: Educational Professionalism and Pedagogy of Storytelling; Narrative genres for children (myth, fairy tales, mystery, fantasy, horror, adventure, science fiction); Relationship among narratives for children, science, technology, ecology, and science communication; History of Education and Children’s Literature.

Arianna Lazzari obtained the title of Doctor Europeaus in Pedagogy in 2011 and currently is Associate Professor at the Department of Education of Bologna University. She has been working in the field of early childhood education and care (ECEC) for over fifteen years, gaining professional and academic experience both in Italy and abroad (UK, Belgium, Ireland). Her research focuses on: - professionalism and professional development of practitioners working in early childhood settings across Europe; - pedagogical approaches to the education and care of young children elaborated within diverse European traditions; - ECEC policy developments in cross-national perspective, with a particular focus on the issues of accessibility and quality. Over the last decade, she has been involved in several Eu-funded projects (InTrans, START, Tracks, CoRe). Since November 2021 she is working as research consultant for EEA Expert Group on ECEC under the auspices of the European Commission.

Rita Locatelli is Researcher in “Pedagogia generale e sociale” at the Department of Education of the Università Cattolica del Sacro Cuore, where she collaborates with the UNESCO Chair in Education for Human Development and Solidarity among Peoples and with the Observatory for Education and International Cooperation. Her research centres on education policies in relation to development and international cooperation with a particular focus on inclusion, participatory processes in education, and democratic governance and citizenship, even at the higher education level. Over the years, she has delved into the topic of the growing involvement of non-state actors in education especially in the contexts of the Global South, publishing for Palgrave Macmillan a monograph entitled Reframing Education as a Public and Common Good: Enhancing Democratic Governance (2019). She undertook several assignments as research assistant at the “Education, Research and Foresight” Unit at UNESCO in Paris, when she contributed to the publication Rethinking Education: Towards a global common good? (2015).

Andrea Mariuzzo is Associate Professor of History of Education at the Department of Education and Humanities of the University of Modena and Reggio Emilia. He received his Ph.D. from Scuola Normale Superiore in Pisa, and during his career he has been visiting scholar at Ecole Normale Supérieure in Paris, Harvard University, and Cornell University. His main fields of research are the history of universities and higher education, educational reforms, and Euro-American circulation of educational and pedagogic ideas.

Enrico Miatto, Ph.D. in Pedagogical and Educational Sciences. He is Adjunct Professor of Pedagogy at the Salesian University Institute of Venice, aggregated to the Salesian Pontifical University, where he teaches Special Pedagogy and Didactics for an inclusive school. His research activity is oriented to investigate the themes of social inclusion of people with disabilities, services for school inclusion, pedagogical, educational and practical-operational relevance in the field of Special Pedagogy and Inclusive Education

Gabriele Pallotti is professor of Language teaching methodology at the University of Modena and Reggio Emilia. His research focusses on interlanguage development, linguistic complexity, morphology, L2 interaction, methodology and epistemology in applied linguistics. He coordinates the project Observing interlanguage and is the associate editor of the Eurosla Studies Series (Language Science Press).

Andrea Pintus (PhD) is Researcher at the Department of Humanities, Social Sciences and Cultural Industries - University of Parma (M-PED/04). Teaching: Educational research; Design of interventions in socio-educational services; Instructional design and valuation. His research interests include instructional design, assessment and evaluation, the formative evaluation research, text comprehension, outdoor education and public spaces.

Simone Visentin is a Full Researcher in Teaching and Inclusive Education. He teaches Inclusive Education in different degree and postgraduate courses. On the research side, he deals with social inclusion processes, with particular attention to educational co-planning in services for people with disabilities, according to the life design perspective and taking the capability approach as the main theoretical framework. At the same time, he is interested in inclusive physical education and sports activities, focusing on teaching strategies according to the Universal Design for Learning. On these issues he has developed fruitful and systematic collaborations with numerous stakeholders, in particular with a wide social cooperatives’ network, thanks to which he implements research and training courses, even through European programs like Erasmus Plus.