Pub Date : 2018-01-01DOI: 10.14658/PUPJ-IJSE-2018-2-12
M. Colombo
{"title":"When the Brain Increases, the Human Diminishes. Impacts of Technology on Learning and Teaching","authors":"M. Colombo","doi":"10.14658/PUPJ-IJSE-2018-2-12","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2018-2-12","url":null,"abstract":"","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.14658/pupj-ijse-2018-3-13
Loris Vergolini
In this paper, we analyse the role of social origins in the shaping of university participation in the province of Trento (North-East of Italy) from 2000 to 2012. This long-term view gives us the chance to test the role played by the Bologna process and by the economic crisis. More precisely, this setting allows us to analyse its effects on inequality of educational opportunity in the face of two opposite situations. The first, subsequent to the Bologna process, is characterised by a huge increase in the enrolment rate at the university. In the second situation, subsequent to the economic crisis, a huge decline in higher education participation can be observed. Using data on upper secondary school graduates in the province of Trento and applying logistic models, we find that inequality of educational opportunity tends to diminish during educational expansion, while it increases with the persistence of the economic crisis.
{"title":"Social Inequalities in Higher Education Participation in Trentino from the Bologna Process to the Great Recession (2000-2012)","authors":"Loris Vergolini","doi":"10.14658/pupj-ijse-2018-3-13","DOIUrl":"https://doi.org/10.14658/pupj-ijse-2018-3-13","url":null,"abstract":"In this paper, we analyse the role of social origins in the shaping of university participation in the province of Trento (North-East of Italy) from 2000 to 2012. This long-term view gives us the chance to test the role played by the Bologna process and by the economic crisis. More precisely, this setting allows us to analyse its effects on inequality of educational opportunity in the face of two opposite situations. The first, subsequent to the Bologna process, is characterised by a huge increase in the enrolment rate at the university. In the second situation, subsequent to the economic crisis, a huge decline in higher education participation can be observed. Using data on upper secondary school graduates in the province of Trento and applying logistic models, we find that inequality of educational opportunity tends to diminish during educational expansion, while it increases with the persistence of the economic crisis.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66794004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.14658/PUPJ-IJSE-2018-3-2
Giada Cascino, A. Porrovecchio, Marinella Muscarà, P. Masson, Sergio Severino
In Italy, non-Italian pupils represent 9.4% of school population and 61% of them were born in Italy; in France, allophone students are 0.56% in first and second-degree enrolment (Rosenwald, 2017). Our work reflects upon the dimensions and strategies identified by the Italian and French school systems to manage cultural diversity. Our focus is exclusively on school policy concerning cultural diversity, adopted by the Ministries of Education of both countries: in particular, our paper aims at illustrating value orientations, guidelines and target groups identified by these policies. Our theoretical reflection starts from a comparative perspective, adopting the study approach to integration policies, proposed by Penninx and Garcés-Mascareñas (2016) and the interpretative approach to public action, proposed by Moini (2013), and adapting them to analysis of public policies relating to school. Firstly, we provide a short review of the school policies concerning cultural diversity in Italy and France; later, we develop an analysis of these policies, highlighting elements of similarity and/or divergence between the two countries.
{"title":"Cultural Diversity and the Governance of School Policies in Italy and in France. A Comparative Analysis of the National Regulations","authors":"Giada Cascino, A. Porrovecchio, Marinella Muscarà, P. Masson, Sergio Severino","doi":"10.14658/PUPJ-IJSE-2018-3-2","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2018-3-2","url":null,"abstract":"In Italy, non-Italian pupils represent 9.4% of school population and 61% of them were born in Italy; in France, allophone students are 0.56% in first and second-degree enrolment (Rosenwald, 2017). Our work reflects upon the dimensions and strategies identified by the Italian and French school systems to manage cultural diversity. Our focus is exclusively on school policy concerning cultural diversity, adopted by the Ministries of Education of both countries: in particular, our paper aims at illustrating value orientations, guidelines and target groups identified by these policies. Our theoretical reflection starts from a comparative perspective, adopting the study approach to integration policies, proposed by Penninx and Garcés-Mascareñas (2016) and the interpretative approach to public action, proposed by Moini (2013), and adapting them to analysis of public policies relating to school. Firstly, we provide a short review of the school policies concerning cultural diversity in Italy and France; later, we develop an analysis of these policies, highlighting elements of similarity and/or divergence between the two countries.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66794065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.14658/pupj-ijse-2018-3-7
Cinzia Pica-Smith, R. M. Contini, B. Ives
Italian schools are increasingly diverse spaces in which children of different racial and ethnic backgrounds, religious beliefs, and cultural-linguistic practices interact daily. Thus, these spaces provide fertile ground for a continuum of relational experiences from positive intergroup relationships and friendships to tensions and experiences of discrimination and marginalization. Research has demonstrated that diverse spaces can be ideal for positive intergroup contact, intergroup dialogue and the formation of intergroup friendship, which have been associated with prejudice reduction and a decrease in intergroup anxiety. Employing a theoretical framework based on intergroup contact theory (Allport, 1954) and research on intergroup friendships, (Pettigrew & Tropp, 2000; 2008; Pettigrew, Tropp, Wagner, & Christ, 2011; Lease & Blake, 2005) this article adds to a nascent interest in sociology of education research on intergroup relations and friendships in Italian multiethnic schools. A large sample (n=1314) of middle school students attending multiethnic classrooms in Southern Italy were surveyed to understand the extent of their intergroup relationships, perspectives on intergroup relations, and intergroup cooperative as well as discriminatory behaviors. Findings reveal that the majority of the children in the sample report having intergroup friendships. Native Italian children report fewer intergroup friendships while non-Italian children report higher levels of intergroup friendships. Yet, native Italian children report getting along better with peers while non-Italian students report getting along less well with peers.
{"title":"Is Diversity Enough? Exploring Intergroup Friendships in Italian Multiethnic Schools","authors":"Cinzia Pica-Smith, R. M. Contini, B. Ives","doi":"10.14658/pupj-ijse-2018-3-7","DOIUrl":"https://doi.org/10.14658/pupj-ijse-2018-3-7","url":null,"abstract":"Italian schools are increasingly diverse spaces in which children of different racial and ethnic backgrounds, religious beliefs, and cultural-linguistic practices interact daily. Thus, these spaces provide fertile ground for a continuum of relational experiences from positive intergroup relationships and friendships to tensions and experiences of discrimination and marginalization. Research has demonstrated that diverse spaces can be ideal for positive intergroup contact, intergroup dialogue and the formation of intergroup friendship, which have been associated with prejudice reduction and a decrease in intergroup anxiety. Employing a theoretical framework based on intergroup contact theory (Allport, 1954) and research on intergroup friendships, (Pettigrew & Tropp, 2000; 2008; Pettigrew, Tropp, Wagner, & Christ, 2011; Lease & Blake, 2005) this article adds to a nascent interest in sociology of education research on intergroup relations and friendships in Italian multiethnic schools. A large sample (n=1314) of middle school students attending multiethnic classrooms in Southern Italy were surveyed to understand the extent of their intergroup relationships, perspectives on intergroup relations, and intergroup cooperative as well as discriminatory behaviors. Findings reveal that the majority of the children in the sample report having intergroup friendships. Native Italian children report fewer intergroup friendships while non-Italian children report higher levels of intergroup friendships. Yet, native Italian children report getting along better with peers while non-Italian students report getting along less well with peers.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to analyse the central role of authoritativeness in educational relationships. An initial terminological clarification will assert the need to give due weight to authoritativeness as distinct from authority and authoritarianism. The essential, irreplaceable function of authoritativeness in educational processes will then be analysed. Learning takes place, in fact, only in situations of asymmetry between those taking part. The delicate functioning of the authoritative educational relationship depends on an unequal distribution of power aimed solely at maturing the learner’s critical capacities. It follows that autonomy – the facile fetish of subjectivist educational theory – can be achieved only through acceptance of a well-established authoritative relationship.
{"title":"The Role Of Authoritativeness In Educational Relationships:A Theoretical Reflection","authors":"P. Bellini","doi":"10.14658/pupj-ijse-2018","DOIUrl":"https://doi.org/10.14658/pupj-ijse-2018","url":null,"abstract":"This article aims to analyse the central role of authoritativeness in educational relationships. An initial terminological clarification will assert the need to give due weight to authoritativeness as distinct from authority and authoritarianism. The essential, irreplaceable function of authoritativeness in educational processes will then be analysed. Learning takes place, in fact, only in situations of asymmetry between those taking part. The delicate functioning of the authoritative educational relationship depends on an unequal distribution of power aimed solely at maturing the learner’s critical capacities. It follows that autonomy – the facile fetish of subjectivist educational theory – can be achieved only through acceptance of a well-established authoritative relationship.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.14658/PUPJ-IJSE-2018-2-13
Gian Luca Battilocchi
{"title":"Education, occupation and social origin","authors":"Gian Luca Battilocchi","doi":"10.14658/PUPJ-IJSE-2018-2-13","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2018-2-13","url":null,"abstract":"","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.14658/PUPJ-IJSE-2018-1-5
Anita Norlund
The aim of this article is to provide a critical overview and interpretation of pedagogic modalities and their characteristics. It describes the construction and specification of pedagogic modaliti ...
这篇文章的目的是提供一个批判性的概述和解释的教学模式及其特点。阐述了教学模式的构建与规范。
{"title":"Students’ Values Versus Their Academic Growth. A Theoretical Overview of How To Solve Misconceptions About the Pedagogic Relation","authors":"Anita Norlund","doi":"10.14658/PUPJ-IJSE-2018-1-5","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2018-1-5","url":null,"abstract":"The aim of this article is to provide a critical overview and interpretation of pedagogic modalities and their characteristics. It describes the construction and specification of pedagogic modaliti ...","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.14658/PUPJ-IJSE-2018-1-7
P. Diana, M. C. Catone
In recent years ICT is having a significant impact upon learning and teaching processes, emphasizing collaborative discourse, knowledge building and the performance of real tasks. This paper illustrates the design activity for the undergraduate course in Social Research Methods offered as part of the bachelor degree in Sociology at the University of Salerno, which will be provided in a blended format, i.e. the use of an e-learning platform as support for the frontal lectures. In particular, the paper examines the construction processes of this online environment aimed to encourage the acquisition of methodological expertise, with students performing specific activities which characterise the social research process.
{"title":"Innovations in Teaching Social Research Methods At The University in The Digital Era: An Italian Case Study","authors":"P. Diana, M. C. Catone","doi":"10.14658/PUPJ-IJSE-2018-1-7","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2018-1-7","url":null,"abstract":"In recent years ICT is having a significant impact upon learning and teaching processes, emphasizing collaborative discourse, knowledge building and the performance of real tasks. This paper illustrates the design activity for the undergraduate course in Social Research Methods offered as part of the bachelor degree in Sociology at the University of Salerno, which will be provided in a blended format, i.e. the use of an e-learning platform as support for the frontal lectures. In particular, the paper examines the construction processes of this online environment aimed to encourage the acquisition of methodological expertise, with students performing specific activities which characterise the social research process.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66793618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.14658/PUPJ-IJSE-2018-3-6
Debora Mantovani, G. Gasperoni
{"title":"Native and Immigrant Parents’ Involvement in School-Related Activities in France and Italy","authors":"Debora Mantovani, G. Gasperoni","doi":"10.14658/PUPJ-IJSE-2018-3-6","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2018-3-6","url":null,"abstract":"","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66794151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.14658/pupj-ijse-2017-2-4
Alison Taysum, Vadna Murrel Abery
Taking a socio-historiographical approach and reading the paper through Hodgson and Spours political eras, the paper reveals five education policy-eras in Guyana. First 18311953; British Imperialist rule trafficked slaves from Africa to Guyana. Emancipated slaves in 1838 were replaced by indentured Indian labourers shipped to Guyana by the British. The White elite predominantly educated the White elite. Second 1953 1963; state education offered different entitlements to different groups inducing fear, mistrust and violence. Third 1964 1980; Independence from British rule increased extreme political turbulence. A weakened global and national economy was blamed on teachers for not delivering a skilled labour force. Fourth 1981 2002; the economy improved but political turbulence prevented developing cosmopolitan citizens’ and migrants’ skills for their local economies. Fifth 2003 2017; internationally funded strategic-plans supported increased international interests in: legal and illegal trading of Guyana’s resources; Guyana’s labour force; mobility of production. Throughout these eras education policies have been frustrated by market force, trafficking people, corruption, political turbulence and a lack of equitable participation in state constitutions and institutions. A new ‘Theory of Equity for Cosmopolitan Citizens’ is presented, requiring proof of concept with nation-states with growing mi-grant
{"title":"Shifts in Education Policy, Administration and Governance in Guyana 1831–2017. Seeking ‘A Political’ Agenda for Equity and Renewal","authors":"Alison Taysum, Vadna Murrel Abery","doi":"10.14658/pupj-ijse-2017-2-4","DOIUrl":"https://doi.org/10.14658/pupj-ijse-2017-2-4","url":null,"abstract":"Taking a socio-historiographical approach and reading the paper through Hodgson and Spours political eras, the paper reveals five education policy-eras in Guyana. First 18311953; British Imperialist rule trafficked slaves from Africa to Guyana. Emancipated slaves in 1838 were replaced by indentured Indian labourers shipped to Guyana by the British. The White elite predominantly educated the White elite. Second 1953 1963; state education offered different entitlements to different groups inducing fear, mistrust and violence. Third 1964 1980; Independence from British rule increased extreme political turbulence. A weakened global and national economy was blamed on teachers for not delivering a skilled labour force. Fourth 1981 2002; the economy improved but political turbulence prevented developing cosmopolitan citizens’ and migrants’ skills for their local economies. Fifth 2003 2017; internationally funded strategic-plans supported increased international interests in: legal and illegal trading of Guyana’s resources; Guyana’s labour force; mobility of production. Throughout these eras education policies have been frustrated by market force, trafficking people, corruption, political turbulence and a lack of equitable participation in state constitutions and institutions. A new ‘Theory of Equity for Cosmopolitan Citizens’ is presented, requiring proof of concept with nation-states with growing mi-grant","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43977578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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