Conference Program

This study analyzes the process of pedagogical and structural transformation at the Dante-Carducci Institute in Piacenza, with a specific focus on the Carducci branch. Set in an urban context of over 103,000 inhabitants with high migratory density, the Carducci site has historically contended with marked sociocultural prejudice. This phenomenon led local families to systematically prefer the Dante site, resulting in de facto segregation and the formation of classes with a high percentage of non-Italian speakers and widespread economic marginalization (Sandri 2019). This dynamic long hindered the heterogeneity necessary for truly effective and inclusive educational action.

To address this, beginning in the 2023-24 academic year, the institute introduced a new organizational model aimed at moving beyond the fixed-classroom system. In its place, disciplinary and thematic learning environments were established (Armenakis, et al., 1993; Biondi, Borri, Tosi, 2016; Marcarini 2016). In this paradigm, teachers remain in specific specialized spaces while students transition between classrooms at the end of each period. This physical movement is interpreted not as a mere transition, but as a strategic opportunity for attentional recovery and the promotion of individual autonomy. The reconfiguration involved creating innovative spaces, including the Biblòh library network (biblioteche in rete) and the Habitat multi-space (Imms, Kvan, 2022), designed to meet Special Educational Needs (Bisogni Educativi Speciali - BES) and consolidate a multicultural ethics of responsibility.

The efficacy of this experimentation was monitored through the three-year longitudinal study "The Student's Voice" (Grion, Cook-Sather, 2013; Quaglia, Corso, 2014). Adopting a qualitative research approach (Mertens, 2014; Trinchero, 2015; Jones, Smith, 2016), the study integrated an annual 21-item questionnaire (Marcarini 2023) and a case study based on monthly focus groups. These groups involved approximately 50 students in leadership roles (Apri-fila and Assistenti), establishing a structured space for dialogue where student feedback directly informed didactic and educational adjustments.

By the end of the three-year period, results confirmed the success of the initiative: enrollment increased from 120 to 143 for the 2025/26 academic year, fostering more equi-heterogeneous classes and signaling a progressive overcoming of territorial prejudices. Although perceived well-being improved, operational challenges persist, such as resistance from some staff (particularly support teachers) and logistical difficulties regarding backpack management due to the lack of lockers.

In conclusion, the Carducci school experience, functioning as a "permanent construction site" (cantiere permanente) of innovation, demonstrates that structural spatial change is an essential prerequisite for educational equity (Woolner, 2010; Barrett et al., 2015). Transforming the school into a lived democratic space allows the student voice to be valued as a pivotal element for defining both didactic and spatial practices (Woolner, 2010; Barrett et al., 2015).