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Conference Program

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Daily Overview

Session

A.05. Education, Democracy and Resistance in Occupied Palestine (1/3)
Location: Scienze Politiche (CU002): Aula A

Convenor(s): Elena Pacetti (Alma Mater Studiorum University of Bologna, Italy); Arianna Taddei (Università degli Studi della Repubblica di San Marino); Buad Khales (Al-Quds University)

Presentation 2

Co-designing Inclusion: A Participatory Model for Evaluation and Empowerment in El Salvador, Palestine, and Cameroon

Alessandro Soriani, Elena Pacetti

Department of Education Studies, Alma Mater Studiorum - University of Bologna, Italy

This contribution presents the development and transnational implementation of the Index for Inclusion and Empowerment (IEE), a participatory tool designed by the Department of Educational Sciences within international cooperation projects in El Salvador, Palestine and Cameroon hold in the past years (2012-2025).
The IEE was conceived not as a prescriptive evaluation instrument, but as a capacity-building tool co-constructed with local stakeholders (including cooperation project staff, teachers, school leaders and policy-makers). Through collaborative workshops, reflective training sessions and community-based research processes, the tool supported schools and communities in identifying barriers to learning and participation and in designing inclusive activities that are really context-sensitive and meaningful for the transformation of the local contexts.
Grounded in inclusive education as a rights-based and systemic approach, and inspired by the Index for Inclusion (Boost and Ainscow, 2002), the IEE promotes empowerment at multiple levels:

strengthening teachers’ professional agency through reflective practice and peer learning;
fostering school leadership oriented toward equity and participation;
enhancing dialogue between schools, communities and institutional actors;
supporting policy alignment with inclusive principles.

The international cooperation approach adopted moves beyond knowledge transfer logics and instead emphasizes reciprocal learning, contextual adaptation and shared governance mechanisms. Professional development pathways were embedded within local educational ecosystems, ensuring sustainability through co-design, mentoring processes and the creation of local facilitation teams. By presenting methodological frameworks, implementation processes and emerging outcomes across diverse socio-political contexts, the paper discusses how inclusive education can function as a transformative lever for strengthening schools and communities. It also reflects on the role of international academic partnerships in generating situated knowledge, fostering professional development and building long-term institutional capacity.