Conference Program

This contribution presents a research and educational project exploring how archival materials can support peace and nonviolence education in primary schools. The initiative is grounded in the idea that archives —understood as repositories of collective memory and lived experiences— can function as powerful pedagogical tools within school-based learning ecosystems. By integrating archival sources into active, laboratory-based teaching, the project positions schools as community hubs capable of nurturing democratic values, critical thinking, and a culture of nonviolence.
The project begins with a shared planning phase involving partner schools in Milan and Mirto, teachers, and researchers. This collaborative design process defines objectives, timelines, and thematic pathways, drawing on materials preserved in the Archive of the Centro per lo Sviluppo Creativo “Danilo Dolci,” including photographs, posters, educational projects, and audio recordings. The initiative also builds on the methodological heritage of the EDUMANA network, which has long experimented with dialogic, participatory, and community-centered educational practices.
The pedagogical framework is structured around a progressive introduction to archival literacy. Students first explore the concept of the archive as a place where real stories are preserved, engaging in guided conversations and reflective activities that connect personal memory to collective history. They then encounter the idea of historical sources through simplified document analysis, learning to observe, question, and interpret materials from the past. This approach emphasizes that documents do not simply “tell” stories but invite multiple readings depending on the observer’s perspective.
A central component of the project is the direct exploration of archival materials. When possible, classes visit the archive; alternatively, curated selections are brought into the classroom. Working in small groups, students analyze different documents and reconstruct “mini-stories,” developing early research skills and experiencing firsthand the investigative dimension of historical inquiry. These activities culminate in creative reinterpretations: students write short narratives inspired by archival sources, dramatize scenes from the past, or create digital boards and multimedia artefacts that connect historical content to contemporary issues.
The project explicitly links archival exploration to peace and nonviolence education. Through materials related to Danilo Dolci’s work —civil disobedience, dialogic education, community development— students reflect on themes such as conflict resolution, empathy, justice, and civic responsibility. Classroom activities include listening circles, interviews, collective writing, and dramatizations, all grounded in Dolci’s maieutic method. These practices encourage students to connect past experiences of nonviolent action with present-day challenges, fostering a sense of agency and shared responsibility.
A final phase focuses on public dissemination, conceived as a miniature public history exercise. Schools organize exhibitions showcasing documents, student interpretations, and multimedia productions, opening the learning process to families and the wider community. This moment reinforces the school’s role as a civic center and cultural hub, promoting participation and intergenerational dialogue. The project concludes with an evaluation phase involving questionnaires, interviews, and focus groups to assess educational impact and inform future iterations.
Overall, the project demonstrates how archives can become catalysts for democratic learning ecosystems, enabling schools to cultivate peace, nonviolence, and active citizenship through experiential, community-oriented pedagogy.