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).
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Daily Overview |
| 8:30am - 7:15pm |
📍 REGISTRATION & WELCOME COFFEE |
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| 9:15am - 11:00am |
A.06. Learning to Learn for Democracy, Empowerment and Equity Convenor(s): Cristina Stringer (INVALSI) From Study Skills to Learning to Learn: Evidence-Informed Approaches to Inclusion in Lower Secondary Schools Accepted Learning to Learn in the School-to-University Transition: Educational Counselling as a Context for Observing and Supporting Strategic Autonomy Accepted Teacher Professional Development For The Use Of Evidence-Informed Teaching Strategies: A Quasi-Experimental Study In Primary School Accepted Learning To Learn Within Research Infrastructures: Transformative Training For Community Building In FOSSR Accepted Fostering Learning to Learn in Preschool and Primary Education: An Investigation of Teachers’ Conceptions, Practices, and Professional Needs Accepted Observing Learning to Learn in Higher Education: Perceived Study Strategy Gaps and Educational Support in Initial Teacher Education |
B.03. Childhood and Democracy in the Digital Age: Building the Foundations of Active Citizenship (1/2) Convenor(s): Giuseppe Valentino (UniPegaso, Italy); Francesca Marone (University Of Naples Federico Ii, Italy); Maura Striano (University Of Naples Federico Ii, Italy) Emotions In Digital Environments: Building Critical And Preventive Educational Practices In Sardinian Schools Accepted Building Interpersonal Trust in Digital Contexts to Enhance Democratic Engagement. The Role of Gender Accepted Connecting Generations. Using Grandparents' Memories to Build Classroom Community Accepted Cultural Heritage and Active Citizenship: Transmedia Ecosystems for Democratic Education in Early Childhood Accepted Digital Competence in Early childhood: the Guidelines for Digital Education in the Di.Co.Each Project |
C.01. Continuity, Pedagogical Care, and Educational Justice in Hospital and Home Instruction (1/2) Convenor(s): Elisabetta Faraoni (Università Niccolò Cusano, Italy); Francesco Maria Melchiori (Università Niccolò Cusano, Italy) Healing by Caring: the Educational Relationship in the Hospital School Accepted The AAT Model in Hospital Schools as a Generative Pedagogical Approach Accepted The Inefficacy of Hospital Schools in Preventing Sick Youth’ Marginalization in the Neoliberal Society: a new Gaze to Teachers’ Training Accepted Hospital Education. The Overview of a Challenging Situation for Inclusive Processes. Accepted Augmentative and Alternative Communication in Hospital School: A Matter of Educational and Health Justice for Students with Complex Communication Needs Accepted Pain, Temporal Discontinuity, and Educational Continuity: An Ontological, Phenomenological, and Hermeneutic Perspective on Hospital and Home Schooling |
C.04. Research-based Teacher Professional Development as a Model of Professional Reflection for Teachers and Researchers (1/2) Convenor(s): Guido Benvenuto (Sapienza University, Italy); Gabriella Agrusti (Lumsa University, Italy) Co-designing STEAM Activities: A Participatory Framework for Teachers' Professional Development Through Action Research and Maker Culture Accepted Graduate Teaching Assistants In The Third Dimension: Identity And Career Continuation Accepted Research-based Teacher Professional Development and Citizenship Education: Insights from a research on Democratic Learning Environments Accepted Bridging School and Territory through the Atelier: Teacher Professional Learning in Context Accepted An Exploratory Analysis of Factors Affecting the Research-based Teacher Professional Development Model: Reflections on a Case Study |
C.06. Rethinking Teacher Professional Development Impact: Conceptual, Methodological, and Policy Issues (1/2) Convenor(s): Laura Parigi (Indire, Italy); Maurizio Gentile (Crespi – Centro Interuniversitario di Ricerca Educativa sulla Professionalità dell’Insegnante, Italy); Maria Elisabetta Cigognini (Indire, Italy); Elisa Truffelli (Crespi – Centro Interuniversitario di Ricerca Educativa sulla Professionalità dell’Insegnante, Italy); Margherita Di Stasio (Indire, Italy); Alessandra Rosa (Crespi – Centro Interuniversitario di Ricerca Educativa sulla Professionalità dell’Insegnante, Italy) Embracing Peer Culture: Training Teachers in the Collective Version of the Folktale Accepted School Cultures And Teachers’ Professionalization: Research-Based Reflections On Complex Relations Accepted Quality, Evidence, and Professional Agency: A Peer‑Review‑Inspired Approach to TPD in Schools Accepted Research-Training Professional Trajectories: Self-Assessment and Metaphors as Reflective and Transformative Devices Accepted Rethinking the Impact of Teacher Professional Development with a focus on the Ricerca-Formazione Perspective: Insights from a Scoping Review |
D.03. Economic Constraints in Educational Participation and the Design of New Policies (1/2) Convenor(s): Raffaella Dispenza (Acli – Associazioni Cristiane Lavoratori Italiani); Luca Andrea Fanelli (ActionAid International Italia Ets); William Revello (Fondazione Ufficio Pio Ente Filantropico) Promoting Tertiary Education Through Asset Building: Impact Evaluation of the Percorsi Programme Accepted From Transfers to Assets: Asset Building to Reduce the Indirect Costs of Educational Participation Accepted Estimating the Cost of Compulsory Education: Household Expenditure, Perceived Barriers, and Policy Implications Accepted Grants as Bridge to University Access: The impact of an Information Intervention Accepted Determinants of Educational Inequality: A Systematic Framework for Understanding Socioeconomic, Demographic, and Spatial Disparities Accepted Missed Opportunities And Barriers To Participation In Incentivised Saving Programmes Among Middle-to-low-income Families In Italy Accepted Who Pays for Public Education? Hidden Funding Mechanisms and Territorial Inequalities in Roman Schools Accepted Effects of a Matched Savings Program to Tackle School Dropout in Italy Accepted Measuring School-Related Economic Difficulties: Development and Validation of a Parent-Reported Scale in Italy Accepted Economic Insecurity and Educational Decision-making: The Study of Educational Participation among the Tribal Communities of Karnataka, India |
| D.07. Minorities Political Socialisation At School: Educational Inequalities And Critical Stances Convenor(s): Maxime Michiels (UCLouvain, Belgium) “What Do We Do With Them?” Discovering The Roma In Icelandic Elementary Schools Accepted Sexuality Education in Schools: Socialization Spheres, Gender Political Socialization, and Inequality Regimes Accepted When Inequalities Foster Critique Stance. Political Socialisation in Unequal Schooling System Accepted Listening Otherwise: Witnessing Narratives of Youth of Color in Urban Education Accepted Political Socialization of Urban Lower-Class Youth in Schools: The Encounter Between the Educational Field and the “Subfield” |
D.10. School Segregation Effects: the Educational and Social Impacts of Concentrated Vulnerabilities in Schools Convenor(s): Xavier Bonal Sarrò (Autonoma University of Barcelona); Marta Cordini (Polytechnic of Milan, Italy); Costanzo Ranci Ortigosa (Polytechnic of Milan, Italy) Inequalities in Educational Pathways: The Role of Lower Secondary School Composition in Upper Secondary School Choice Accepted Selecting, Separating, Segregating: a school data-based analysis Accepted Accumulated Teacher Turnover: Approaching Intensified Educational Inequalities in Socially Vulnerable Schools Accepted Homogeneous Educational Environments Despite ‘Free’ School Choice – The Influence Of School Admission Policies On The Creation Of Segregated Schools In Hamburg Accepted When Disadvantage Concentrates: Students’ Achievements, Teaching Practices, and Segregation Dynamics in Milan Accepted The Influence Of Secondary Schools On Academic Performance And Educational Outcomes: A Systematic Literature Review |
D.13. The Multidimensionality of Educational Poverty on the Lives of Children Living Outside Their Birth Families. A Focus on Protective Factors (1/2) Convenor(s): Alessia Tabacchi (Università Cattolica del Sacro Cuore, Italy); Anna Guerrieri (Coordinamento Care – Coordinamento delle Associazioni Familiari adottive e affidatarie, Italy) Gender And Discrimination In Educational Processes: Invisible Vulnerabilities And Protective Resources Accepted Educational Practices and Policies to promote Inclusion in schools of children living outside their birth families (Adoption - Foster Care) Accepted Self-Disclosure and Classroom Climate: A Narrative Intervention in Primary School Classes Including Adopted Children Accepted Guidelines for the Right to Education of Children Outside the Birth Family (2017-2023). A Critical-Pedagogical Rereading Accepted Educational Strategies for the Protection of Children in Complex Situations: Success Cases |
E.04. Civic Education Between Formal And Substantive Democracy (1/2) Convenor(s): Lucia Ariemma (Università della Campania Luigi Vanvitelli, Italy); Andrea Millefiorini (Università della Campania Luigi Vanvitelli, Italy) Religion And Civic Education At School Between Misunderstandings And Opportunities Accepted Democracy, Education, and Centralization in a Post-Socialist Context: Theoretical Triangulation and First Findings from Croatia Accepted Inside the Classroom and Outside the Nation: Addressing the Epistemic Gap Between History and Civic Education in Italian Upper-Secondary Schools Accepted Designing as a Framework for Educating for Choice Accepted Mapping Civic Education in Italy: A National Study on Student Engagement and Human Rights Education from Nursery to Upper Secondary Schools Accepted Dwelling in Democracy: School, Infosphere and Community Participation |
F.03. Deaf Inclusion as a Democratic Imperative (1/2) Convenor(s): Alessandra Faggiotto (Università di Macerata, Italy); Donata Chiricò (Università Magna Graecia – Catanzaro, Italy); Enrico (3,4) Dolza; Danilo Del Piro (Università della Calabria, Italy) Inclusion of Deaf Individuals in Hospital Settings: LIS and Deaf Culture Training as a Democratic Imperative Accepted Translation to and from Sign Language as a Democratic Process of Inclusion Accepted Deafhood: Evaluating An Italian Equivalent Accepted Sign Language and Linguistic Democracy at School: the Case of Italian Deaf Students Accepted Inclusive Design in Education from a Deaf Studies Perspective: Insights on Deaf Epistemologies and Learning Practices Accepted Listening With The Body: The Performativity Of Bobò And Christine Sun Kim |
G.03. Can the Children Speak? Ethical Conundrums in Fostering Young People’s Participation in Research and Education Convenor(s): Greta Persico (University of Milano-Bicocca, Italy); Ale Blue Santambrogio (University of Enna "Kore", Italy) Reflexivity, Respect, and Classroom Diagrams: Methodological Insights for Exploring Student Perspectives on Student–Teacher Relationships Accepted Questionings, Silences, and Cessions of Power. Practices and reflections through picture books Accepted Who Owns the Camera? Student Voice, Visual Power and the Politics of Participation in Schools Accepted Speaking between Accountability and Protection: Ethical and Methodological Challenges in Participatory Research with LGBTIQ Adolescents Accepted More Than A Thousand Words: The Photographic Archive Of The Pious Institute Of The Deaf In Milan |
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| G.13. Intersectionality in Educational Research: Epistemologies and Methodologies favouring a Democratization of Postmigrant Societies (1/2) Convenor(s): Barbara Gross (Free University of Bozen-Bolzano, Italy); Luisa Conti (University of Jena, Germany); Robert Pham Xuan (University for Continuing Education Krems, Austria); Giulia Filippi (Free University of Bozen-Bolzano, Italy); Lisa Bugno (Università degli Studi di Padova, Italia); Giulia Messina Dahlberg (University of Gothenburg, Sweden) Re-reading Intersectionality: A Systematic Literature Review within the Field of Educational Research Accepted Safety, belonging and voice as democratic infrastructure: A Stepwise Intersectional Method for School Development to Achieve SDG 4 Accepted Widening Participation or Narrowing the Path? Intersectional and Decolonial Readings of Supplementary Higher Education Policies for Migrant Academics in Sweden Accepted Decolonial and Queer Approaches to CSE Reimagining Schools Beyond Patriarchal and Eurocentric Norms Accepted Intersectional Adult Education Pathways: Participatory Action Research and Epistemic Justice in Community–University Partnership |
G.14. Learning For Democracy: Recognising and Deconstructing Sexist Stereotypes for a More Equal Society (1/2) Convenor(s): Flaminia Saccà (Sapienza Unviersità degli Studi di Roma); Rosalba Belmonte (Unitelma Sapienza) Beyond Normalization: The Radical Right’s “Fifth Wave” and the Populist Construction of the Gender Threat Accepted No Country for a Woman’s Consent? Using Grey Areas to Explore Italy’s Legal Debate on Sexual Violence Accepted Learning Femininity Online: Female Dating Strategy and the Reproduction of Sexist Stereotypes in Digital Cultures Accepted Countering Stereotypes and Educational Segregation in Schools: The Gender Equality Charter Mark Accepted Gender Stereotypes And Social-Emotional Skills In Italian Students: Gender And Territorial Differences In A Democratic Perspective Accepted Between Invisibility and Political Conflict. The Representation of Violence against LGBTQ+ People in the Italian Press Accepted Teaching Inequality at the Dawn of History: Gender Stereotypes in Italian Primary School Textbooks Accepted The Italian LGBTQ+ Anti-Discrimination Centers As Places for Learning Democracy Accepted Digital Gender-Based Violence and News Media Representation: Non-Consensual Dissemination of Intimate Images in Italian Newspapers Accepted Representing Gender-Based Violence at School: Media Narratives, Stereotypes, and Public Discourse |
L.02. Ecological Narratives and Biodiverse Education: Reimagining Worlds Through Critical Pedagogy (1/2) Convenor(s): Andrea Galimberti (University of Milano-Bicocca, Italy); Monica Guerra (University of Milano-Bicocca, Italy); Letizia Luini (University of Milano-Bicocca, Italy); Greta Persico (University of Milano-Bicocca, Italy); Monica Guerra (Università di Milano-Bicocca, Italy); Gabriella Calvano (Università di Bari, Italy) Fostering the Ecological Self Through a Place-based Council of All Beings in Environmental Education Accepted Documenting Biodiversity in Early Childhood Outdoor Education: Artistic and Visual Practices for Ecological Understanding Accepted From Treesense to Feeling with Plants: Early Insights from a Plant-Based Reflective Diary in Teacher Education Accepted The Loss of Biodiversity as a Hyperobject. Implications for a World-based Education Accepted Developing Climate Change Awareness Within the Context of Global Citizenship Education. The Venice Lagoon as a Laboratory: a Case Study |
M.07. Learning for Democracy: Media Education and Civic Agency in Times of Disinformation (1/2) Convenor(s): Gianna Cappello (University of Palermo, Italy); Paola Macaluso (University of Palermo, Italy); Daniela Angela Sortino (University of Palermo, Italy) How Can Universities Foster Students’ Critical Thinking Skills Accepted Spectatorship, Bodies And Digital Hate: Observing Online Hate Speech And Its Implications For Media Education Accepted From Mathematics to Citizenship: An Educational Toolkit for Critical Data Literacy Accepted Tackling Misinformation Through Education. Teachers 4.0 Digital Age as a Tool for Adult Learning and Digital Awareness Accepted Literacies Reimagined: Reconceptualizing Critical Digital Literacy Through Art-based Postdigital Encounters |
M.11. Opacity, Subjectivity, and Pedagogy in Algorithmic Times Convenor(s): Giovanbattista Trebisacce (Unical University Of Calabria, Italy) Reasonable Uses of Artificial Intelligence in Higher Education: Democratic Promises and Symbolic Dispossession Accepted Opacity and Subject Formation in AI-Mediated Adult Learning Accepted Artificial Intelligence And Convivial Pedagogies: Rethinking Democratic Education In Algorithmic Learning Environments Accepted Educational Opacity and Pedagogical Resistance in Algorithmic Environments: a Participatory Research-Formation Model for Teacher Educators Accepted Exploring Teenagers' Friendship During the AI Era: First Issues from a Scoping Review Accepted Autoethnographic Diaries in Higher Education: Subjectivity and Critical Awareness in the Age of Generative AI. |
D.06. Is University Paying Off? Upwardly Mobile Students and the Meaning of Meritocratic Striving Convenor(s): Carlos Palma-Amestoy (Pontificia Universidad Católica de Chile); Flora Petrik (University of Tübingen) Meritocracy From The Top: Elite Students’ Perspectives On The Distribution Of Higher Education Opportunities In The UK Accepted (Re)assembling The Belief In The University ‘Game’: First-In-Family Students’ Perceptions Of The Value Of Higher Education Accepted Degrees of Value: Cultivating Privilege at an Elite University Accepted Moving Ceilings, Uneven Floors: The Production of transclasses in Higher Education – and why this might be just what we need Accepted Meritocracy’s winners? Young women’s experiences of ‘earning while learning’ UK Higher Education Accepted Meritocracy and University Choice: Decision-Making Logics Among High-Achieving Affirmative Action Students in Ecuador |
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| H.21. Learning Democracy Across Life Contexts: Participation, Inclusion and Social Change Convenor(s): Antonietta De Feo (Università Roma Tre, Italy) Creating Arendtian Spaces of Appearance in Adult Civic Education: Fostering Plurality and Inclusion in Polarized Societies Accepted Intergenerational Learning Between Strategic Recognition And Resource Allocation Constraints: evidence from the Agemil project Accepted Perspectives Оn Adult Education Through Flexible Validation Options Accepted Rules that Liberate: Play as a Transformative Experience in Prison Accepted Taking Place: Migrant Youth Activism, Democratic Learning and Political Subjectification in the Gothenburg Sit-Strike Accepted Learning Democracy at Work Organizations as Spaces for Civic Learning in Times of Social Disconnection |
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| 11:00am - 12:45pm |
A.12. When Research Becomes Policy Instrument: Academic Knowledge in Educational Governance and Possibilities for Resistance (1/2) Convenor(s): Magali Nonjon (Sciences po Aix, France); Ariane RIchard-Bossez (Aix-Marseille University, France) Research-Based Support in a Cité éducative: Navigating Uncertainties and the Demands of Public Commission Accepted Educational Policy Instruments and Territorial Attractiveness: The Political Dimension of Educational Action Tools Accepted Academic Research as an Additional Partner in Local Educational Action: Instrumentalization vs. Reflexivity? Accepted Playing Both Sides? Between Requests For Expertise And Sociological Research: Opportunities And Constraints For Education Researchers Accepted Collaborative Research Approaches – Opportunities for the Practical Implementation of Recommendations |
B.04. Democratic Access to Scientific Knowledge through Graphic Reasoning and Visuo-Quantitative Literacy Convenor(s): Berta Martini (Università degli Studi di Urbino); Agnese Addone (Institute for Globally Distributed Open Research and Education (Igdore)); Bruno Calza (Università degli studi di Macerata); Monica Tombolato (Università degli Studi di Urbino); Giampiero Dalai (Alpaca Società Cooperativa); Beatrice Scanferla (Università degli Studi di Urbino); Tommaso Guariento (Università Ca' Foscari Venezia); Luciano Perondi (Università Iuav di Venezia, Italy) Visual Organization and Cognitive Load in Digital Mathematics Instruction: An Experimental Study in Lower Secondary School Accepted How Can Mathematics Education Help With The Problem Of Social Injustice Accepted Graphic Neutralization As A Tool For Democratic Access To STEM Knowledge: Empirical Evidence And Implications For Early Childhood Materials Accepted Beyond Graphicacy: Toward a Framework of Graphic Design Equity in STEM Education Accepted Flowcharts As Visuo-Operational Tools For Algorithm Thinking Development Accepted Comparing Human and Artificial Scientific Images for Learning Enhancement Accepted Articulating Narrative Problems in AAC: Logical–Mathematical Representation in Word Problems and Story Problems through Symbols and Spatial Relations Accepted Science Education for Democracy: Unveiling Epistemological and Learning Constraints to Enhance the Didactic Efficacy of Scientific Visual Representations |
B.07. Educators as Agents of Change: Enacting Transformative Education in Practice (1/2) Convenor(s): Luisa Conti (University of Jena, Germany); Paolo Bonafede (Università degli Studi di Trento) Thinking Together – Critical Reflexivity to Strengthen Diversity-Sensitive Competences in Teacher Education Accepted Empowering Educators as Agents of Change: A Transnational Ecosystem for Transformative and Democratic Schooling Accepted Understanding Transformative Education through Invisible Pedagogical Mindsets in Indian Classrooms Accepted Stored in the Body: Embodiment, Power and Transformative Learning in Adult Education Accepted Students as Agents of Change? Transformative Education in Democratic Schooling Accepted ChillOut: an Example of Best Practices in Rehabilitation and Transformative Education |
B.11. Psychopedagogical Perspectives on Motivational Processes and Participation in Contemporary Learning Environments Convenor(s): Sara Germani (Link Campus University, Italy); Maria Rosaria Re (Link Campus University, Italy); Sara Gabrielli (Link Campus University, Italy); Mirca Montanari (Link Campus University, Italy) Descriptive Feedback From INVALSI National Tests And Student Motivation To Learn Accepted Integrated Teaching and Motivation: Preliminary Findings from Ongoing Research Accepted Outdoor Education and Digital Technologies: Promoting Metacognition and Motivation in Students through Hybrid Learning Environments Accepted Teachers’ Self-Efficacy and Emotional Intelligence: Exploring the Implementation of Self-Regulated Learning Strategies in Inclusive Classrooms Accepted School, Territory, and Data-Informed Alliance Against School Dropout: Identity, Meaning, and Motivational Processes Among Adolescents Accepted Project-Based Learning As A Motivation-Supporting Strategy Accepted Teacher Motivation and Participation in Inclusive Learning Environments: A Survey of Specialist Support Teachers |
D.15. Urban Education, Gentrification and School Segregation: Implications for Education and Social Justice Convenor(s): Marcel Pagès (Universitat de Barcelona, Spain); Xavier Bonal (Universitat Autònoma de Barcelona, Spain); Sheila Gonzalez (Universitat de Barcelona, Spain) It Depends on Where You Look From: The Joint Influence of Residential Neighborhoods and Schools’ Surrounding Areas on School Choice Accepted Elective Belonging and the Gentrifier Habitus: School Choice, Moral Dilemmas, and Urban Inequality Accepted Parental Preferences and the Reproduction of School Segregation – Evidence from a Choice Experiment Linked to Register Data Accepted Analysing School Gentrification in Barcelona: Operating Mechanisms and Implications for Public Policy Accepted Gentrifying Neighbourhoods and Schools Composition. Diverse Outcomes in a TraNsforming City Accepted The Desired, The Saviour And The Intruder: Public Schools’ Perceptions And Logics Of Action Under Urban Gentrification Accepted Middle-Classes Facing Desegregation and Diversity in Schools: The Ambivalences of Social Mixing Policies in Catalonia |
E.01. Bringing Elias Back To School (And Beyond): Figurational And Processual Perspectives On Education In Troubled Times Convenor(s): Lorenzo Pedrini (Università Milano-Bicocca, Italy); Luca Bifulco (Università Milano-Bicocca, Italy) School as a Figurational Survival Unit: Civic Habitus, Second Generations, and Democratic Resilience in Crisis Contexts Accepted Being Active Or Being Performative? An Ethnographic Exploration In How High School Shapes the Decent Sustainable Citizen Accepted Processes Of Learning For Democracy – Developing A Democratic Habitus Accepted Learning in the Civilizing Process: A Cultural-Historical and Activity-Theoretical Perspective Accepted Learning Detachment and Democracy: Understanding Students’ Emotional Responses to Climate and Citizenship Education with Elias Accepted Learning Autonomy in Troubled Times: Habitus Formation and Functional Democratization in Italian Alpine Club Schools |
| F.03. Deaf Inclusion as a Democratic Imperative (2/2) Convenor(s): Alessandra Faggiotto (Università di Macerata, Italy); Donata Chiricò (Università Magna Graecia – Catanzaro, Italy); Enrico (3,4) Dolza; Danilo Del Piro (Università della Calabria, Italy) Deafblind Inclusion: Tactile Communication and Personalized Approaches as Educational Imperative Accepted Access to Healthcare Services and Democratic Inclusion of the Deaf Community Accepted A Phenomenological Investigation Into The Perception Of Loneliness In Deaf Adults Accepted Between Inclusion and Representation. Politics, Power and Agency in the Italian Deaf Community Accepted The Inclusion of Deaf People in the Italian School System: Historical, Educational, and Democratic Perspectives Accepted The Educational and Societal Value of Diversity Based on LSF Accepted A Democratic School before Democracy: Charles-Michel L'Épée and the Birth of Sign Language |
F.06. Learning Together, Participating Fully: Inclusion and Difference as Educational Resources (1/3) Convenor(s): Sara Mori (Indire, Italy); Francesca Storai (Indire, Italy); Serena Greco (Indire, Italy); Elsa Maria Bruni (Università degli Studi "G. d'Annunzio" Chieti – Pescara) A Bridge Between Italy And Japan: The OECD “Infinity Project” for Promoting Inclusion And Shared Educational Perspectives Across Cultures Accepted Retelling Stories, Restarting Lives: Evaluating University Empowerment and Orientation Trainings through Neurodivergent Young Adult Self-Narrative Turning-Points Accepted Schooling Inclusion: Genesis, Fragilities, and Perspectives of the Italian Model Accepted Beyond The Language Barrier: An Immersive Serious Game Promoting Equity And Participation In Secondary Schools Accepted INDIRE-Training Courses for the Specialisation of Support Teachers: Participants’ Final Feedback |
F.12. Inclusion Beyond Crisis: Navigating Diversity, Inequality, and Social Justice in the Schooling of Ukrainian Refugee Students in the Czech Republic Convenor(s): Martin Fico (Masaryk University, Czech Republic (Czechia)); Jarmila Bradová (Masaryk University, Czech Republic (Czechia)); Miroslav Jurčík (Masaryk University, Czech Republic (Czechia)); Lenka Ďulíková (Masaryk University, Czech Republic (Czechia)); Oksana Yuriyivna Stupak (Masaryk University, Czech Republic (Czechia)); Štefánia Sokolová (Masaryk University, Czech Republic (Czechia)) “Finding My Place at School”: Pupil Perspectives on the Inclusion of Ukrainian Students in Czech Classrooms Accepted Navigating the Gap: Sociological Perspectives on the Inclusion of Refugee Students in Czech Schools Accepted Teachers as Border Guards? Narrative Framing of Ukrainian Refugees in Czech Schools Accepted Educational Support and Public Opinion: Experiences of Ukrainian Children and Parents in Czech lower secondary Schools Accepted Fictional Classmates, Real Biases: Exploring Peer Ingroup and Outgroup distinctions Through a Vignette-based experiment Accepted Echoes of Home : How Czech Parental Attitudes Towards Ukrainians in Czech Society Shape Peer Relations Between Czech and Ukrainian Students Accepted Teaching Forced Migrants in Czechia: Challenges of Diversity and Necessary Support Systems |
G.05. Decolonial Researches between Pedagogical Horizons and Critical-Participatory Methodologies (1/2) Convenor(s): Rosita Deluigi (Unimc – University of Macerata, Italy); Paola Dusi (Univr – University of Verona, Italy); Davide Zoletto (Uniud – University of Udine, Italy) Performing Transensus: Navigating Neoliberal Constraints and Decolonial Horizons in the INTRACOMP Project Accepted Embracing Plurality: Rethinking Migrant Identities and Educational Practice through a Complex Epistemology Accepted Recentering Epistemologies And Languages In Conditions Of Vulnerability: Reflections From The Perspective Of Critical And Decolonial Applied Linguistics Accepted Becoming Legible: Migrant Women’s Situated Narratives between Skill Formation, Work and Recognition Accepted Hiding And Seeking The Italian Colonial Past: An Analysis Of Images Inserted In History Textbooks From 1950 To Present Days Accepted Decolonising healthcare communication: Intercultural training for providers in the Intercomsalud Project |
G.10. Gender and Sexuality Education as Democratic Practice: Bodies, Relations, and Intimate Citizenship (1/3) Convenor(s): Silvia Demozzi (University of Bologna, Italy); Cosimo Marco Scarcelli (University of Padua, Italy); Giulia Selmi (University of Parma, Italy); Eleonora Bonvini (University of Bologna, Italy) Affective Complexity, Intimate Citizenship, and Queer(er) Futures in Sex Education Accepted For a future Italian Comprehensive Sexualities Education: An analysis of teachers’ and future educators’ suggestions Accepted Corporeality, Disability, and Epistemic Injustice: The Transformative Potential of Participatory and Creative Methodologies in Gender and Sexuality Education Accepted Gender Inequalities, Co-parenting, and Educational Alliances in Early Childhood Education: Preliminary Findings from a Qualitative Study Accepted Gender Education and Intimate Citizenship: Youth Representations of Democracy in Educational Settings Accepted Where Silence Teaches: Hidden Curriculum and Democratic Learning in Italian CSE Accepted Affective and Sexual Relationships in the Time of Dating Apps. Hookup Culture and the Expectation System of Young People |
H.03. Assembled Youths: Complex Biographies and Educational Trajectories For Uncertain Futures (1/2) Convenor(s): Juan de Dios Oyarzún (Pontificia Universidad Católica de Valparaíso, Chile); Aina Tarabini (Universitat Autònoma de Barcelona) Rural Lives, Urban Universities: Assembled Educational Trajectories of Rural-Origin Youth in a Chilean Border City Accepted Navigating Inequality: First-Generation Students' Choice, Access and Belonging in Chilean and Ecuadorian Universities Accepted After Upper Secondary School: An Analysis of Students’ Aspirations in Lombardy Accepted The Tyranny of Flexibility: Compulsion to Identity and Biographical Performance in Italian Schools Accepted Uncertain Times, Uncertain Places: Exploring Policies And Place In Post 16 Transitioning |
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| H.22. Youth, Transitions and Educational Inequalities: Pathways, Identities and Practices Convenor(s): Berenice Scandone (Polytechnic University of Milan, Italy) From School to Work: Educational and Career Guidance, Future Expectations, and Social Inequalities Accepted Technical and Vocational Education and Training Quality: Empirical Evidence from IFTS Programmes Accepted Monitoring School Guidance to Tackle Social Inequalities: Evidence from Italian Schools Accepted Art-Based Social Work: An Ethnographic Study In The "Centro De Referencia Da Juventude Di Novo Horizonte" In Brazil Accepted Transnational Assembled Youths: Complex Biographies and Educational Trajectories between China and Italy Accepted Between Visibility and Invisibility: Digital Identities and Social Media Practices Across Generations |
I.08. Rethinking the University: Public Engagement, Academic Autonomy and Transformative Knowledge Practices Convenor(s): Casavecchia Andrea (Università di Roma Tre, Italy); Barbanera Lorenzo (Università di Genova) + Stefania Chimenti (University of Calabria, Italy); Andrea De Bortoli (University of Turin, Italy); Emanuela Pascuzzi (University of Calabria, Italy) Adaptation Strategies For Navigating Complexity: An Empirical Research Among Working Students at Roma Tre University Accepted Bridging University and Civil Society: Challenges and Opportunities in Fostering Public Engagement and Social Innovation Accepted Instrumentalisation or democratic commitment? Local constraints and the adoption of Public Engagement in French universities Accepted Community-Engaged Research and Learning in Higher Education: The TOGETHERNESS Project Accepted How Can University Dropouts And Delays In Degree Completion Be Addressed? Accepted Studying Academic Temporalities through “Temporal Paradigms”: A Survey-Based Typology of Italian Professors and Fixed-Term Researchers Accepted Universities as Agents of Social Innovation through Public Engagement Projects Accepted University and Cognitive Capitalism |
L.02. Ecological Narratives and Biodiverse Education: Reimagining Worlds Through Critical Pedagogy (2/2) Convenor(s): Andrea Galimberti (University of Milano-Bicocca, Italy); Monica Guerra (University of Milano-Bicocca, Italy); Letizia Luini (University of Milano-Bicocca, Italy); Greta Persico (University of Milano-Bicocca, Italy); Monica Guerra (Università di Milano-Bicocca, Italy); Gabriella Calvano (Università di Bari, Italy) Problematising Education for Sustainable Development: Critical and Decolonial Approaches to Rethink Teacher Professionalism Accepted Maps as Counter-Narratives: Documenting Ecological Relationships through Participatory Mapping in Environmental Education Accepted The Practice of the Gaze as an Ecological Posture: towards an Education based on Reciprocity between Subjects and the World Accepted Biozine: Narrating Ecological Relationships through a Collective Fanzine Accepted The Fireflies of Oral Tradition |
M.01. Beyond the Screen: Educational Mediation, Children’s Rights, and Digital Citizenship in Early Childhood Convenor(s): Gianna Cappello (University of Palermo, Italy); Maria Ranieri (University of Florence, Italy) Art as a Generative Encounter: Educational Practices in Early Childhood and Infant Education and Media Education Accepted Digitalization in Early Childhood: A Quantitative Study on Parental and Professional Mediation Strategies in the 0-6 Context Accepted Promoting Media Education in the Educational System 06 Accepted Digital Media Education. Analysis And Proposal Of A Guideline System From Empirical Evidence On Field Throughout Italian School Accepted When Toys Talk Back: Anthropomorphization, Datafication, and a New Media Education Agenda for Early Childhood |
M.02. Convivial Pedagogies for the Age of AI: Autonomy, Bias Awareness, and Democratic Non-Homogenization (1/2) Convenor(s): Tiziana Catarci (Cnr); Ines Crispini Crispini (University of Calabria); Aldo Pisano (University of Calabria) Beyond the Single Answer: Convivial AI Practices for Dialogic Knowledge Co-Construction in Upper Secondary Education Accepted Convivial Personalism as a Philosophical Foundation of Education Accepted Convivial Futures: Educating to Democratic Agency and Social Justice in the Age of AI Accepted Towards a Digital Realism. Iris Murdoch and Digital Education Accepted Algorithmic Conviviality Against Digital Oppression |
M.09. Navigating Complexity: Game Design, Emotions, and AI for Democratic Citizenship Education Convenor(s): Carlo Andrea Pensavalle (University of Sassari, Italy); Maria Giuliana Solinas (University of Sassari, Italy); Salvatore Fadda (University of Sassari, Italy) COTS Board Games and AI as Emotional and Cognitive Ecosystems for Democratic Citizenship: A Teacher’s Professional Development Program Accepted From Uncertainty to Agency: AI-Supported Playful Learning for Critical Technoscientific Citizenship Accepted Integrated Educational Ecosystems for Democratic Citizenship: Tabletop Role-Playing Games and Generative AI Accepted When Intention Isn’t Enough. Validating a Recognition-of-Harm Game Mechanic to Address Social Complexity In Applied Game Design. Accepted Beyond Civic Content: Serious Games As Emotionally Mediated Environments For Democratic Learning Accepted Transparent Games, Opaque Algorithms: Board Games, AI, and Ludoliteracy for Critical Technoscientific Education Accepted AI, Sociogames and Game Design: Learning Social Complexity for Critical Digital Citizenship |
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| 🇮🇹 Symposium | Demographic Decline and the Future of School Systems: Constraints and Opportunities (Fondazione per la Scuola - Compagnia di San Paolo Foundation) Promoted by ANP – Associazione Nazionale Presidi |
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| 12:45pm - 2:00pm |
🍴 LUNCH BREAK |
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| 2:00pm - 3:45pm |
🚩 [SPECIAL EVENT] A.01. A Passion for Education Policy: The Research Journey of Luciano Benadusi Chairs: Giancola, Orazio (University of Rome “La Sapienza“, Italy); Assunta Viteritti (University of Rome “La Sapienza“, Italy) Promoted by Associazione "Per Scuola Democratica" Further information on special events are available on the conference website: https://www.scuolademocratica-conference.net/workshops-3/. |
A.12. When Research Becomes Policy Instrument: Academic Knowledge in Educational Governance and Possibilities for Resistance (2/2) Convenor(s): Magali Nonjon (Sciences po Aix, France); Ariane RIchard-Bossez (Aix-Marseille University, France) Ecosystemic Mapping As A Democratic Research Practice: Beyond The Legitimation Of Educational Governance Accepted Researching an Elite Institution from Within: A Reflexive Perspective on Sciences Po Paris Accepted Ordering The Research, Researching The Orders. Turning Funding-related Obstacles Into Heuristic Elements Accepted Operationalizing Educational Disadvantage: Social Indices and Governance Instruments in the Startchancen Programme Accepted Governing Skills Through Quality: Knowledge, Data Infrastructures And The Politics of European VET Coordination |
A.13. Which (Democratic) Professionalism in Neoliberal Times? (2/2) Convenor(s): Laura Cataldi (University of Salerno, Italy); Willem Tousijn (University of Turin); Fiorella Vinci (eCampus University) Research And Education, An Integral Approach To Democracy Accepted AI As Policy Instrument: Technocracy, Data, And Democratic Legitimacy In Public Administration Accepted Professionalised School Governance and the Evacuation of Politics: Reclaiming Parental Voice in Multi-Academy Trusts in England Accepted Professionalism, Social Services and the Political Role of Social Workers in Welfare Organizations Accepted Governing Suffering. Genealogy Of Neoliberal Rationality In Territorial Mental Health Services: The Emilia-Romagna Case Accepted Social Work Education at the Crossroads: Professional Identity, Neoliberal Governance, and the Challenge of Democratic Professionalism Accepted Crises, Uncertainty and Risk – the Role of Democratic Professionalism Accepted A Decentralised Tutoring Model in Initial Teacher Education: A Case Study on the Democratic Governance of the School-Based Tutor Role Accepted Professionalism, Resilience and Sharing: the Case of a Community of Practice at the Time of COVID-19 |
B.03. Childhood and Democracy in the Digital Age: Building the Foundations of Active Citizenship (2/2) Convenor(s): Giuseppe Valentino (UniPegaso, Italy); Francesca Marone (University Of Naples Federico Ii, Italy); Maura Striano (University Of Naples Federico Ii, Italy) Digital Observation In Preschool Settings: Between Ethical Complexity And Educational Innovation Accepted Democracy in the Early Years of Life: The Contribution of Social Work to Building Educating Communities within the Integrated 0–6 System Accepted Protecting Children from the Risks of Algorithmic Bias and Amplified Discrimination of AI Through Educational Strategies and Debiasing Techniques Accepted Indicators of Peace Education in Primary School: A Systematic Literature Review Accepted Competences, Bildung Education and Evolution: How Can Humans Adapt to a Changing Digital Habitat? Accepted Digital Technologies and Social Robots in Heritage Education: Development of a Research Protocol |
C.01. Continuity, Pedagogical Care, and Educational Justice in Hospital and Home Instruction (2/2) Convenor(s): Elisabetta Faraoni (Università Niccolò Cusano, Italy); Francesco Maria Melchiori (Università Niccolò Cusano, Italy) Nietzsche’s Great Health and subjective well-being: Autobiographical writing as self-care Accepted Teacher Self-Efficacy and Educational Continuity in Hospital Schooling: Professional and Organizational Contexts Accepted Reading Aloud as Pedagogical Care in Hospital Schooling : a teaching proposal for secondary school beyond literacy Accepted Words That Care: Creative Reading and Emotional Education in Pediatric Contexts – The “Gentle Fairy Tales” Project Accepted The Educational Dimension As A Protective Factor In Paediatric Palliative Care At Home Accepted Alliances and Boundaries: Networking Between School, Family and Healthcare Team in Hospital Schooling and Home Education |
C.04. Research-based Teacher Professional Development as a Model of Professional Reflection for Teachers and Researchers (2/2) Convenor(s): Guido Benvenuto (Sapienza University, Italy); Gabriella Agrusti (Lumsa University, Italy) Research-Based Professional Development to Contrast Educational Poverty and Cultural Disadvantage: An Exploratory Triangulation of Stated and Perceived Teaching Practices Accepted Narrative Construction Of Teacher Identity And University Tutoring: A Case Study In The Primary Education Sciences Degree Program Accepted Evaluating Professional Identity Of Teachers: Emerging Issues For Teacher Education Accepted Supporting Teachers’ Professional Reflection through Pedagogical-Didactic Documentation: Evidence from a Mixed-Methods Study Accepted The Laboratori del Sapere as an Exercise in Research–Training |
| C.06. Rethinking Teacher Professional Development Impact: Conceptual, Methodological, and Policy Issues (2/2) Convenor(s): Laura Parigi (Indire, Italy); Maurizio Gentile (Crespi – Centro Interuniversitario di Ricerca Educativa sulla Professionalità dell’Insegnante, Italy); Maria Elisabetta Cigognini (Indire, Italy); Elisa Truffelli (Crespi – Centro Interuniversitario di Ricerca Educativa sulla Professionalità dell’Insegnante, Italy); Margherita Di Stasio (Indire, Italy); Alessandra Rosa (Crespi – Centro Interuniversitario di Ricerca Educativa sulla Professionalità dell’Insegnante, Italy) Beyond Teacher Expertise: Project Scaffolding and the Meaning of "Impact" in eTwinning Professional Development Accepted Rethinking “Impact” in Teacher Professional Development: A Scoping Review Protocol and Conceptual Map Accepted Exploring the Impact of SCAFFOLD Cards on Teachers’ Design Practices for Competence-Based Education: A Mixed-Methods Study Accepted TEACH-AI: A multidimensional analysis of teachers' perceptions of Artificial Intelligence across the concepts of Affordance-in-Practice, Professional Capability, and Sentiment Accepted Formative Assessment as a Lever For Teacher Professional Development: Evidence From The Italian Teacher Self-Assessment Framework |
D.13. The Multidimensionality of Educational Poverty on the Lives of Children Living Outside Their Birth Families. A Focus on Protective Factors (2/2) Convenor(s): Alessia Tabacchi (Università Cattolica del Sacro Cuore, Italy); Anna Guerrieri (Coordinamento Care – Coordinamento delle Associazioni Familiari adottive e affidatarie, Italy) Educational Poverty and Protective Factors in Adoptive Families: The Role of Family Digital Mediation in AI-Based Contexts Accepted Addressing Educational Poverty in Adoption Pathways: Associative Networks, Social Capital, and Educational Justice Accepted Protective and Resilience Factors in Alternative and Foster Care: Focusing on the Training of Caregivers and Teachers Accepted Everyday School Practices as Risk and Protective Factors for Students Living Outside Their Birth Families: Self-Determination, Narrative Privacy and Inclusive Teaching Accepted Guidelines to Promote the Right to Education for Pupils Who Have Been Adopted 2023. Resources, Challenges, Proposals Accepted Italian Adolescents in Residential Care: Educational Poverty and Protective Factors |
E.04. Civic Education Between Formal And Substantive Democracy (2/2) Convenor(s): Lucia Ariemma (Università della Campania Luigi Vanvitelli, Italy); Andrea Millefiorini (Università della Campania Luigi Vanvitelli, Italy) Deconstructing the Algorithmic Paradox: Co-writing and Critical AI Literacy in Early Primary Education Accepted Civic Forgetting and Civic Amnesia as Elements of Consolidation of New Democratic Elites Accepted Formal Civic Education and Democratic Education Through Direct Experience Within the School Place : a Productive Tension or Virtuous Interplay? Accepted Historical Memory and New Rights in Civic Education the Ventotene Manifesto as a Laboratory of European Citizenship Accepted Inclusive Citizenship and the Ecology of Relationship: Educating for Otherness through the Cinematic Medium |
G.13. Intersectionality in Educational Research: Epistemologies and Methodologies favouring a Democratization of Postmigrant Societies (2/2) Convenor(s): Barbara Gross (Free University of Bozen-Bolzano, Italy); Luisa Conti (University of Jena, Germany); Robert Pham Xuan (University for Continuing Education Krems, Austria); Giulia Filippi (Free University of Bozen-Bolzano, Italy); Lisa Bugno (Università degli Studi di Padova, Italia); Giulia Messina Dahlberg (University of Gothenburg, Sweden) Representations And Pedagogical Choices In School Contexts: a Reflection Based on Picture Books. Accepted How Deconstruction informs Intersectional Analysis Accepted Intersecting Realities: Guidelines for Intersectionality-Informed Educational Research Design Accepted Ceiling in Gifted Education: Toward and Intersectional Framework for Talent Development in Post-migrant Germany Accepted Intersectional Belonging: Adult Migrant Students' Experiences in Finland Accepted Play as Practice: Epistemologies of Embodied Intersectionality for Democratic Belonging |
H.20. Youth and Generations in the Contemporary Era: Exploring Social Change (2/2) Convenor(s): Matteo Bonanni ('Sapienza' University of Rome); Benedetto Pasanisi ('Sapienza' University of Rome); Aglaia Farou ('Sapienza' University of Rome) Youth and Social Adaptation: A Mertonian Perspective on Inequalities and Pathways into Adulthood Accepted Beyond Reproduction: Educational Discontinuity and Multiple Contingencies in Youth Trajectories Accepted Navigating Precarity and Pathways to Adulthood: Young Adults in Greece and Italy Accepted Effets de lieu and Visions of the Future: Young Entrepreneurs Navigating Place, Local Culture, and Structural Inequalities Accepted Sparks Without Fire. Youth Condition, Identity and Social Change Accepted Educational Aspirations and Family Formation Desires among Native and Migrant-background Adolescents Living in Italy Accepted Understanding Peer Effects in Educational Choices: Insights from a Qualitative Meta-analysis of the Literature Accepted The End of Synchronous Experience? A Cross-Cohort Analysis of Generational Transitions and Platformization of Cultural Exposure in Italy Accepted Identity in Contemporary Adolescents: The Impact of Social and Digital Change |
L.06. Porous Educational Landscapes: Interdisciplinary Approaches to Democratic Spaces Convenor(s): Beate Christine Weyland (Free University of Bolzano, Faculty of Education); Simona Galateo (Free University of Bolzano, Faculty of Education); Katharina Tielsch (Technische Universität Wien – Architektur und Raumplanung) Democracy Needs Space: Porosity and Participation in Educational Landscapes Accepted Beyond the Ivory Tower: Porous Educational Landscapes as Democratic Practice at TU Wien Accepted Beyond the School: Training Spatial Porosity Across Pedagogy, Architecture, and Nature. The Case of EDENSPACES Accepted From Waste to Workshop: Upcycling as a Porous Infrastructure for Democratic Engineering Education Accepted Dialogical Processes and the Co-Design of Porous Educational Landscapes in Higher Education Accepted Educational Landscapes and Urban Resilience: Reimagining Schools as Socio-ecological Nodes. The Case of Savona Accepted School as a Common Good: A Porous Plant Nursery linking Archaeology, Nature and Collaborative Art in Taranto Accepted The Thickness of the Border. Landscape Design as Peace Infrastructure Accepted Land Art as a Pedagogical Language for Sustainability in Early Childhood Education: Place, Community, and Embodied Learning |
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| M.02. Convivial Pedagogies for the Age of AI: Autonomy, Bias Awareness, and Democratic Non-Homogenization (2/2) Convenor(s): Tiziana Catarci (Cnr); Ines Crispini Crispini (University of Calabria); Aldo Pisano (University of Calabria) Convivial Threshold Design for Ancient Greek with Generative AI: Autonomy, Bias, Democratic Plurality Accepted Human-Centered Artificial Intelligence, Emotional Intelligence, and Pedagogies of Conviviality: Reframing AI and Education for Democratic Learning in Complex Systems Accepted Human-in-the-Loop AI-Generated Flashcards: A Convivial Framework for Ethical Integration and Professional Autonomy in Emergency Medicine Accepted Logic-Constrained Prompt Learning for Euclidean Geometry Education Accepted Using, Not Being Used: Toward a Convivial Pedagogy of AI with Adolescents |
M.07. Learning for Democracy: Media Education and Civic Agency in Times of Disinformation (2/2) Convenor(s): Gianna Cappello (University of Palermo, Italy); Paola Macaluso (University of Palermo, Italy); Daniela Angela Sortino (University of Palermo, Italy) Online Information-Seeking And Voting Decisions In Swiss Direct Democracy: Evidence From A Swiss Popular Vote Accepted Digital Citizenship at School: A Digital Civic Education Curriculum for Upper Secondary Education Accepted Mapping the Pedagogical Ecology of Democracy: Media, Civic Learning, and Citizen Agency Accepted Epistemic Capture and Democratic Education: Reclaiming the University in the Age of Algorithmic Infrastructures Accepted Tackling Disinformation and Promoting Digital Media Literacy: The Teachers 4.0 Digital Age Online Training Model for In-Service Teachers Accepted Hate Speech as an “Ambiguous but Useful” Category: Postdigital Intercultures and Civic Agency in Platformized Societies |
🇮🇹 Symposium | Learning for Democracy / Democracy for Learning: Gender Stereotypes and the Development of Competencies (INVALSI and Banca D'Italia) Promoted by INVALSI and Banca d'Italia |
M.12. Science Communication and Scientific Information: actors, practices, and strategies in the Digital Era Convenor(s): Giovanni Brancato (Sapienza University of Rome, Italy); Melissa Stolfi (Roma Tre University, Italy) Pop Science Communication and Epistemic Mediation: Scientific Communication, Mediatization, and Democratic Citizenship Accepted Pitfalls of Online Distorted Scientific Knowledge. A Case Study About the Instrumental Usage of Failed Climate Change Predictions Accepted Expertise Under Pressure: Experts’ Self-Representation, Lexicometric Media Narratives, and Public Recognition in the Digital Infodemic Accepted Data, Science and Information in the Pandemic: Data-Driven Journalism as a Space for Science Communication Accepted Medical Communication and Social Media: the Role of Experts as “Science Influencers” |
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| 3:45pm - 4:30pm |
☕️ COFFEE BREAK |
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| 5:00pm - 7:15pm |
★ KEYNOTE LECTURE | Paolo Landri: "Reimagining the Democratic School: A Socio-Ecological Perspective" Further information on keynote lectures are available on the conference website: https://www.scuolademocratica-conference.net/keynote-speakers-4/. |
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| 7:30pm - 10:00pm |
🍸 SOCIAL EVENT | Welcome Aperitif — Beats for Democracy, Democracy for Beats | Hip Hop Performance The social event Beats for Democracy, Democracy for Beats — Welcome Aperitif & Hip Hop Performance will take place on 1 September 2026 at Sapienza University of Rome, Città Universitaria, Scalinata della Minerva (Piazzale Aldo Moro 5, Rome). Tickets can be purchased until 20 July through the personal area of participants registered for the conference. |
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