Conference Program

Abstract

Within the contemporary landscape of lifelong guidance policies, countering social inequalities requires approaches that go beyond mere information delivery, focusing instead on promoting individuals' substantive freedoms. From this perspective, this contribution is situated within the framework of the Capability Approach (Sen, 1999; Nussbaum, 2011) and interprets guidance as a tool for social justice (Cedefop, 2025). The aim is to enable the 'capacity to aspire' (Appadurai, 2013) in individuals affected by biographical discontinuity.

In Italy, Provincial Centres for Adult Education (CPIA) are currently configured as laboratories for educational innovation and hubs for active citizenship (Indire, 2025). These centres represent diverse contexts where managing educational asymmetries requires pedagogy that is sensitive to the complexities of migrants' lived experiences (Zoletto, 2024). However, guidance for these adults often suffers from institutional fragmentation, which risks leading to deskilling pathways. This paper analyses the 'DiMMi – Diari Multimediali Migranti' (Migrant Multimedia Diaries) project as a narrative guidance model aimed at countering these marginalising pressures by enhancing the student's 'narrative capital'. In line with the current trends in Italian intercultural pedagogy (Fiorucci, 2024; Silva, 2025), self-narration is regarded as a vital career management skill. Practising multimedia autobiography using the autobiographical method (Demetrio, 1996) enables individuals to reconstruct the fragmented elements of their educational history and transform them into valuable resources for future planning and development. This study explores a training workshop designed for CPIA teachers, structured around three key dimensions of the call.

Prevention of marginalisation: storytelling counters social invisibility and fosters recognition of prior skills which are often misinterpreted by the labour market.

Integration between systems: the DiMMi model promotes territorial networks between schools, libraries and the third sector, anticipating the coordination between institutional systems recommended by integrated European policies.

Development of reflective skills: transitioning from memory to multimedia narration enhances reflexivity and digital skills, both of which are essential for autonomy throughout life.

Particular attention will be paid to describing the 'territorial reading committees' model, in which learners are directly involved to foster civic agency. In conclusion, this study demonstrates how the DiMMi method provides a pedagogical approach to empowering migrants (Fiorucci, 2024). Proposing narration as a lifelong guidance tool promotes a democratic school that places the right to storytelling at its centre, which is a prerequisite for overcoming asymmetries and social inequalities.