https://rpd.unibo.it/issue/feed Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education 2022-06-29T12:28:05+02:00 Federico Zannoni, Marzia Saglietti rpd@unibo.it Open Journal Systems <strong>Ricerche di Pedagogia e Didattica (RPD) – ISSN 1970-2221</strong> is an online open access international scientific journal dedicated to study and research on education. It uses a double-blind peer review process and publishes articles in Italian and English. The Journal takes an interdisciplinary and pluri-methodological approach. It offers a place of dialogue for researchers and professionals coming from diverse theoretical and empirical backgrounds, involved in the study of educational phenomena. https://rpd.unibo.it/article/view/14768 Book review of: Antonella Cagnolati, Women and Children’s Literature. A Love Affair?, Peter Lang, Berlino, 2021 2022-04-16T11:36:20+02:00 Dalila Forni dalila.forni@unifi.it 2022-06-29T00:00:00+02:00 Copyright (c) 2022 Dalila Forni https://rpd.unibo.it/article/view/14645 Book review of: Cristina Stringher (Ed.), Apprendere ad Apprendere in prospettiva socioculturale. Rappresentazioni dei docenti in sei Paesi, FrancoAngeli, 2021 2022-03-24T15:48:13+01:00 Lucia Scipione lucia.scipione@unimore.it 2022-06-29T00:00:00+02:00 Copyright (c) 2022 Lucia Scipione https://rpd.unibo.it/article/view/14161 Book review of: Antonio Calvani, Antonio Marzano, Annalisa Morganti, La didattica in classe. Casi, problemi e soluzioni, Carocci, Roma, 2021 2021-12-30T22:47:59+01:00 Loto Valentino Montina lotomontina@gmail.com 2022-06-29T00:00:00+02:00 Copyright (c) 2022 Loto Valentino Montina https://rpd.unibo.it/article/view/13205 Teacher educators’ perceptions of Teacher Quality Standards: Any congruence between local and global standards? 2022-02-02T14:08:04+01:00 Masoomeh Estaji estaji@atu.ac.it Saina Kiani saina.kiani@gmail.com <div> <p class="Keywords">This study examined English as a Foreign Language (EFL) teacher educators’ perceptions of teacher quality and determine the similarities and differences between such qualities and global standards. To this aim, 130 teacher educators were asked to fill a Teacher Quality questionnaire, there was a semi-structured interview with 13 teacher educators, and 10 teacher educators were involved in writing narratives <span lang="EN-GB">regarding the quality standards they applied in their training sessions</span>. Based on the results, teacher educators found teacher qualities like patience, voice quality, and versatility as the most crucial ones. Besides, there was a significant difference between global teacher quality standards and local ones in Iran. The value of qualities such as personal and professional conduct and knowledge of the disciplines was in line with global standards. From the teachers’ perspective, these qualities relate to EFL teachers' achievement, performance, motivation, and professional development and should have recognition in salaries as well.</p> </div> 2022-06-29T00:00:00+02:00 Copyright (c) 2022 Masoomeh Estaji, Saina Kiani https://rpd.unibo.it/article/view/14353 Religious literacy and plural educational contexts 2022-02-07T17:16:21+01:00 Antonio Cuciniello antonio.cuciniello@unicatt.it Stefano Pasta stefano.pasta@unicatt.it <p>Given the growing multireligious environment such as the Italian one, the article takes into consideration the concept of religious illiteracy, specifically in educational contexts, a phenomenon that can entail social costs in terms of (inter)-cultural incidents, if not conflicts in everyday places, and hinder coexistence and social integration. Moreover, starting from the course “The trans-Mediterranean space and the Islamic world: integration in the school context”, implemented by the Research Center on Intercultural Relations of the Catholic University of the Sacred Heart of Milan as part of the project PriMED, an initial analysis of several LU (Learning Units) of teachers participating in the course is reported. Specifically, they were asked to design didactic interventions for the class group that could counteract religious illiteracy and/or address the issue of religious diversity. The results that emerged can be enucleated in an obvious need for Interreligious education for dialogue, peace and social cohesion, as a necessary tool to train students in global citizenship.</p> 2022-06-29T00:00:00+02:00 Copyright (c) 2022 Antonio Cuciniello, Stefano Pasta https://rpd.unibo.it/article/view/14377 Philosophical dialogue to discover and connect the languages of the disciplines 2022-03-09T09:10:47+01:00 Valerio Ferrero valerio.ferrero@unito.it <p>Dialogue represents an indispensable pedagogical dimension. In the current educational scenario, it is an extraordinary tool to encourage the active co-construction of knowledge by students and to promote transversal skills and metacognitive awareness. Among the different dialogical approaches, <em>Philosophy for Children</em> stands out for the philosophical connotation assumed by the dialogue and for the shared search for deep meanings related to the epistemology of knowledge itself. Just as Matthew Lipman, the author of the proposal, hopes, it can be qualified as a means for a teaching of disciplines that is open to the act of competence and the dimension of transdisciplinarity. This essay, theoretical in nature, aims to bring out the heuristic value inherent in the philosophical dialogue of community, then proposing operational strategies to overcome the transmissive and aseptic dimension of knowledge in favor of its collective structuring starting from the original contribution of each, even in an intercultural perspective.</p> 2022-06-29T00:00:00+02:00 Copyright (c) 2022 Valerio Ferrero https://rpd.unibo.it/article/view/14656 Education and emancipation in the thought and practice of scholars of Southern Italy (1861-1947) 2022-03-29T14:53:16+02:00 Brunella Serpe brunella.serpe@unical.it <p>Following Italian Unification in 1861 saw the birth of the “Southern Question”, which in fact encompassed a number of questions, first and foremost, that of education. Indeed, the pervasive ignorance, as decried by scholars of Southern Italy, represented a clear obstacle to the social and cultural emancipation of the Mezzogiorno, making it necessary to seek the enactment of suitable laws that would ensure the universal provision of schooling, especially in those areas where illiteracy was highest. Numerous ministerial enquiries, together with research carried out by intellectuals and philanthropists in many communities of the Mezzogiorno, gave rise to an intense debate on the real nature of the Southern Question, highlighting the centrality of the fight against illiteracy. By the first decade of the twentieth century, the state had also begun to address the issue of adult illiteracy, and numerous initiatives to tackle this problem were undertaken by philanthropic associations and individuals involved in education.</p> <p> </p> 2022-06-29T00:00:00+02:00 Copyright (c) 2022 Brunella Serpe https://rpd.unibo.it/article/view/14727 The right to punish vs. the duty of education, in rural Southern Italy: From Black Pedagogy to the educational counterproposal (1955-1975) 2022-04-27T14:52:20+02:00 Carmen Petruzzi carmen.petruzzi@unifg.it <p>The educational models of the 19th century, shaped around the values of the bourgeoisie, embodied inflexible protocols of restricted behaviour and freedom of expression, in the interests of imposing a uniform culture and value system. Included in this were rigid expectations of submission to the father and the ethics of sacrifice. Beginning in the 1970s, with the conception of <em>schwarze Pädagogik</em>, researchers studied the works of the 19th-century pedagogues at the forefront of maintaining this adult-centric vision, impossibly at odds with the recognition or defence of the specificity and rights of childhood. The process of changing reference models was gradual and demanded pedagogical reflection that would redeem childhood from the conditioning of fundamentalism, false ideologies, and violence. The current essay provides an in-depth study of the educational authoritarianism, or Black Pedagogy, inherent in the home and school environments of Southern Italy, and the educational advancement initiated in the 1950s to 1970s.</p> 2022-06-29T00:00:00+02:00 Copyright (c) 2022 Carmen Petruzzi https://rpd.unibo.it/article/view/12989 The co-design of the curriculum in the context of the Higher Education. A case study on the Course for the qualification of socio-pedagogical educator 2022-03-23T15:54:21+01:00 Francesco Fabbro francesco.fabbro@invalsi.it Elena Gabbi elena.gabbi@unifi.it Maria Ranieri maria.ranieri@unifi.it Marta Pellegrini marta.pellegrini@unifi.it <p>The study investigates benefits, criticalities and challenges of the co-design of a training programme based on learning outcomes and the transferability of the strategy to other educational contexts, through the analysis of the perceptions of the Professors involved in the design of the course for "Professional Socio- pedagogical educator" at the University of Florence. Following the analysis of the interviews with Professors on the collaborative design of this curriculum, some results align with previous studies while allowing to explore opportunities to advance knowledge on the subject. This design approach is not without its challenges, in particular with regard to the lexical divergence of the disciplines and the difficulty of negotiating knowledge within shared practices. Furthermore, the focus on the learning outcomes, also promoted through their declinations into different didactic formats, would appear relevant in conjunction with an approach centred on learners. Finally, the transferability of the practice appears to be linked to elements of the organization and structure of the academic context, which should facilitate the effort necessary to deploy the resources that co-design implies in its implementation.</p> 2022-06-29T00:00:00+02:00 Copyright (c) 2022 Francesco Fabbro, Elena Gabbi, Maria Ranieri, Marta Pellegrini https://rpd.unibo.it/article/view/14667 Relational training and reality shock: The University dialogues with educational context 2022-05-27T12:07:28+02:00 Paola Bastianoni bstpla@unife.it <p>The article analyzes the washing up phenomenon. In line with the methodological approach, the epistemological background is of a hermeneutic type and refers to an Interpretative Pedagogy. In this theoretical context, narration - and in particular self-narration - is identified as the main educational strategy allowing to integrate cognition and emotion. Therefore, reference is made to a concept of education as a multi-relational, multi-component and multi-directional transformative process.</p> 2022-06-29T00:00:00+02:00 Copyright (c) 2022 Paola Bastianoni