Assia Djebar (1936-2015) is an Algerian writer and filmmaker who experienced intellectual exile in its direct and indirect manifestations: she moved to France, away from her homeland; she did not want to belong to any Algerian institution; she chose to write in French rather than Arabic; and she experienced a strong contrast between being an insider and an outsider.

Even though she voluntarily chose to live in a marginal position in her country, there is no doubt that she has contributed to a significant change in the situation of Algerian women.

Assia Djebar argues that Algeria is a country where social justice is absent, and gender inequality is widespread. Algerian women have internalized a sense of subalternity to such an extent that they have become mute. It is challenging to develop theories of social transformation in Algeria, and those who have tried have paid a high price, even losing their lives.

Assia Djebar reads the dynamics of women's marginalization and exclusion by highlighting the relationship between different oppressions: gender, political thought, and social class.

Djebar focuses on women's family and work contexts, highlighting the different ways in which violence manifests itself about gender. Her proposal for redemption and liberation is not an external intervention but an action that must come from within.

It is women themselves who, through self-awareness and coalition, could break the reproduction of the dynamics of violence. The coalition of women makes them 'women on the move', and this personal transformation also brings about a social transformation.

Digital violence perpetrated against women and girls, known as cyber-VAWG (Violence Against Women and Girls), represents a phenomenon that intensifies mechanisms of discrimination and female marginalization within the societal context (Gius, 2023). This phenomenon is identified as a manifestation of violence with significant implications on the social, cultural, and economic levels, as documented by various academic and institutional sources (EIGE, 2017; European Parliament, 2021; VOX, 2022; Goulds et al., 2020). Among the rifts of digital galaxies, the spheres inhabited by Incel (Ging, 2017) and Femcel (Kay, 2022; Ling, 2023) are digital environments symptomatic of manifest communicative violence. The term “Femcel” is a neologism derived from the combination of the words “female” and “incel” (involuntary celibate), referring to women unable to establish romantic or sexual relationships despite their desires and efforts. This research aims to explore the dynamics contributing to the intensification of gender-based violence and the adoption of self-deprecator behaviours among women who identify themselves as Femcel online. Specifically, the concept of “male gaze”, as described by Capecchi (2022), represents a form of surveillance through which women internalize a continuous judgment of inadequacy. This phenomenon is not limited to the offline sphere but also permeates online communities professing active resistance against stereotypes and derogatory models. Through the methodological approach of digital media ethnography (Sumiala & Tikka, 2020), we focused the investigation on the Femcel discussion platform known as “Crystalcafe”. The analysis focused on how patriarchy, gender-based violence, and lookism interact, shaping the experiences of its users. Preliminary results indicate the manifestation of unrealistic expectations regarding beauty and personal achievement through successful romantic relationships (Kay, 2022), leading women to blame themselves for their involuntary celibacy status. The research aims to contribute to the analysis of the complex interaction between gender dynamics, digital violence, and self-deprecating attitudes, promoting an understanding of digital contexts and their social implications. Through the analysis of gender dynamics on Femcel platforms, there arises a necessity to embrace an educational media approach that integrates a gender perspective into the formulation of literacy programs explicitly tailored for digital environments.

The contribution brings attention to the reality of Unaccompanied Foreign Minors, minors of foreign origin, without adequate adult references, in a territory that is foreign to them, different and distant from their birthplace. The number, origins and migratory routes of these minors forced to migrate in search of better living conditions vary according to multiple factors, linked to the motivations and personal and family histories of each one, but also to the conditions in the countries of departure and arrival. This is a complex and multifaceted phenomenon, which develops in a peculiar way within the globalised dimension of migrations on a planetary level and which brings young people with different languages, cultural and religious references, coming from a plurality of countries of the world, to the contexts of arrival. With the aim of deepening the knowledge of the reality of UFM, two qualitative research paths were carried out. In 2017, semi-structured interviews were conducted with 30 operators (16 men, 14 women) of 10 second reception communities, in 5 cities of the Emilia-Romagna Region . Several thematic areas were investigated: the interviewee's professional experience; the needs of minors; daily life in the host community; relations with families of origin; support for autonomy and emotional wellbeing; school and work integration; episodes of discrimination experienced by minors due to being foreigners and/or having dark skin; relational aspects between minors; relational aspects between minors and educators, with particular attention to possible gender-related differences. The same interview was repeated in 2023 with 18 operators (6 men, 12 women), from 11 communities in Bologna and province. In this tranche of research, 6 focus groups were conducted with 25 minors hosted in the communities: 6 girls, 19 boys, between 15 and 18 years, from Tunisia, Albania, Morocco, Ukraine, Gambia, Somalia and Iraq. The main topics in the focus groups included: reasons for the choice to migrate; travel arrangements; experiences in Italy; life in the community; habits linked to the origins maintained in the new context; relations with the family of origin; prospects and desires for the future; possible discrimination suffered in Italy; relations outside the community; relations with the operators, with companions with particular attention to gender. I will analyse fragments of the testimonies collected from which critical issues emerge in relations between young people and educators on the basis of gender. I will highlight the opinions on gender with which the young people arrive in the Italian context, the expression of stereotyped representations of the roles and characteristics attributed to gender and discriminatory behaviour particularly towards female educators. On the other hand, I will highlight the emergence also among educators of gender stereotypes and of behaviour conditioned by them. The "gender issues" challenge educational professionalism: that is, they constitute an area that can be problematic and that must therefore prompt reflection and transformations in individual action and at team level, involving first of all the work group and therefore the minors accommodated, in an educational project nourished by a perspective that is both intercultural and gender-based.

Aim of this paper is to discuss the national guidelines Che fare?/What to do? launched in September 2023 by Educare alle Differenze1, the Italian network of NGO’s that promotes gender and queer pedagogies to tackle sterotypes and discrimination since 2014.

In order to write these guidelines, between spring 2022 and summer 2023 we involved, through a participatory process, a multiplicity of actors living in school and educational contexts: teachers and principals of schools of all degrees, experts* in gender and sexuality studies, LGBTQI+ activists*, feminists, social workers in feminist shelters against gender-based violence, as well as a group of secondary school students. We asked them to explore together how, in their daily experience at school, gender-based violence takes shape, what counteracting actions were already implemented in their school contexts (if any), and what, on the other hand, was still lacking. Drawing upon this material and through a further participatory workshop during the 8th edition of the Educare alle differenze festival held in Pescara in 2022, we elaborate this set of guidelines.

Cha fare? offers a set of tools for high school contexts aimed at challenging gender-based violence in its various forms and outcomes -male violence against women, homolesbobitransphobic violence, and gender normativity - from an intersectional theoretical and educational framework. In fact, we share an understanding of the common heteropatriarchal and cisnormative ground of all gender-based violence that claim for both an holistic understanding and the development of violence-specific strategies of intervention.

Che fare? is a tool aimed at providing teachers with theoretical and practical keys to deal with concrete situations of violence that may occur at school, particularly in secondary and high school. The text is divided into three sections, each of which attends to a specific declination of gender-based violence. In each section we have identified a set of indicators to look out for, in order to recognize violence when encountered at school. The guidelines also provide relational skills aimed at practicing listening, consent and acceptance. Eventually, they highlight what is important to do, and to do not, in order to effectively deal with such situations both at the individual, collegial and institutional level.

Our paper stems from an ongoing Italian study on GBV enabled by digital technology, aimed at delving into the continuity and shifts in the definitions and social representations of gender-based violence (GBV), with a specific focus (Gius & Lalli 2014; Lalli 2005; Moscovici 1984). Despite the recognition of its significance, cyber-gendered violence remains inadequately researched and conceptually framed, making it a pertinent subject for enriching both scholarly discourse and public policy dialogues (EIGE 2017; European Parliament 2021).

Our presentation focuses on a comparative analysis of European and national policies addressing cyber-GBV. In the national context, our scrutiny extends across three countries: Italy, France, and Spain. Within this comparative framework, we examine the prominent policies devised to combat and prevent cyber-GBV. Our analysis delves into understanding the primary frameworks through which cyber-GBV is conceptualized, evaluated, and criminalized within distinct legislative realms. Furthermore, we investigate the plethora of prevention programs and awareness campaigns launched by a spectrum of stakeholders, both institutional and non-institutional. Additionally, we shed light on the implementation of best practices in cyber-GBV prevention and harm reduction, showcasing the diverse strategies employed by various stakeholders.

A key objective of our research is to explore the continuum between violent and non-violent practices, as well as the interplay between online and offline dimensions of life (FRA 2018, Jenkins, Ford, Green 2006). We pay particular attention to the emergence of convergent or divergent representations to identify gender social norms delineating the boundaries between violence and non-violence, as well as "dangerous" versus "good" practices, especially concerning young people.

Moreover, we aim at evaluating the importance of intersectionality within policy frameworks and programmatic interventions (Collins 2019; Crenshaw, 2017), and at assessing the extent to which institutional responses engage with feminist movements and grassroots initiatives in addressing cyber-GBV (Busi et al., 2020, Toffanin et al., 2020). Additionally, we explore the alignment of national policies with overarching European programs and recommendations, seeking to identify synergies and gaps.

In sum, our presentation aims at offering a comprehensive exploration of policies and practices combating cyber-GBV, with a multifaceted lens that integrates scholarly insights, policy analyses, and grassroots perspectives.