Conference Program

How can we define the geometry of the "Not One Less" (2024) Purpose-built Network, which unites, through innovative forms of co-design, the eight Special Educational Resources (RES) Hubs for students with severe disabilities, located in eight comprehensive schools in Genoa (San Francesco da Paola, Voltri 1, Quezzi, Quarto, Pegli, Montaldo, Molassana-Prato, Teglia)? Only non-Euclidean morphologies can represent complex structures (micronetworks that simultaneously operate within a macro-educational constellation) that are nourished by constant relationships with places and contexts, highlighting the importance of institutional reciprocity (Mangione et al., 2025). Each Hub is a node in a fluid and flexible architecture, hosting forms of material life, legacies of the past, and scripts of possible futures. Central to this is the function of stroboscopic dynamics, in which changes and actions by the school allow for the interception and monitoring of territorial transformations and development axes. From the West (de-industrialized peripheral areas) to the East (lack of services), school communities and social organizations, in a symmetrical perspective, assume the role of multidimensional entities that teach and learn from each other within different problematic horizons (student vulnerability, high migration flows, family isolation, dilapidated school buildings). The "Self-evaluation reports of the eight schools (RAV 2025-2028)" show how each hub represents a strategic resource for strengthening shared administration and forms of subsidiarity (Bonasora, 2023), promoting a new educational and social contract that leads the educational institution to:

• address risks and emergencies with other public and private structures (healthcare providers, socio-cultural associations, public administrations);

• create interesting interprofessional groups (school staff, health and social care workers, and social cohesion workers) that implement unprecedented standards of action;

• coordinate with their local community and other hubs a flexible yet specific set of research and intervention spaces and times (school governance structures that are not episodic but rooted and structural) to address common critical issues—real or foreseeable—and ensure fair management and organizational outcomes;

• exchange professional resources (teachers, educators, healthcare workers) within co-planning and evaluation contexts, characterized by deep co-learning with families;

• become agency factors for associations, citizen groups, and sports facilities, highlighting avenues for urban and social regeneration and carefully managing the development of intergenerational cultures and relationships in the community;

• ensure caring and supportive school leadership, capable of fostering a cohesive mind-body relationship through the flexible use of digital tools (Gomez Paloma, Di Tore, Mangione, 2025).

In view of a renewed agreement for education, envisioned as a common good, the actions of each school principal have a networked and multi-faceted impact, ensuring inclusive and participatory resilience. Being resilient calls for "bouncing back and regaining ground," or new capacities for recontextualization, starting from mistakes, failures, and obstacles. The leader of the Genoa RES centers engages teachers, families, and experts; generates forms of symbolic recognition for all social actors; values ​​vertical and horizontal subsidiarity; "puts himself in others' shoes"; anticipates problems and solutions; and creates widespread pedagogical solidarity, encouraging moments of collective accountability as a priority phase of enacted co-responsibility.