Università degli studi di Modena e Reggio Emilia

Chapter 9 presents the results of evaluation of activities. It includes a summary about the most important forms of facilitation and the results of a final questionnaire and focus groups with children and interviews with teachers. First, the chapter shows that forms of facilitation are plural and based on different combinations of facilitators and children’s actions. These forms of facilitation are adapted to local conditions for what concerns the school system, the composition of the class and the style of facilitation. Second, the chapter highlights the lessons that children and teachers learned from the project. Finally, the chapter includes some suggestions about further development of innovative forms of facilitation, concerning archiving materials, guidelines, and training. Archiving and training are developed in the following chapters.

In this article we present quantitative data collected in Italy for the CHILD-UP project, funded by the EU Horizon 2020 programme in the period 2019–2022. The aim of this work is to focus on a specific topic which emerged during the analysis of the questionnaires collected within schools. This topic is the perceptions of professionals and parents on the issues of integration, cultural differences and the intercultural. Starting from a theorization of these concepts, we focus on quantitative data collected in the first part of the project by means of questionnaires distributed in a number of schools in Modena, Reggio Emilia and Genova. These questionnaires were given to professionals, students, and parents in kindergartens, primary schools and lower and higher secondary schools. However, here we only focus on data collected from professionals and parents. This data shows how participants express ambivalence and disorientation concerning representations of hybridization, celebration of cultural differences, understanding of problems related to intercultural differences and assimilation. Moreover, significant differences exist between professionals (teachers, mediators and social workers) and between professionals and parents, who seem more frequently interested in assimilation.

This article illustrates the main outcomes of a sociological research on communicative processes and results observed during a discussion activity on gender. This activity, carried out in secondary schools by two experts, aimed primarily at promoting discussion and reflection on gender differences and inequalities, opposing gender stereotypes, and fostering dialogue and positive relationships among classmates. The analysis here presented focuses the expert-adolescents interactions, in particular the forms of communication created and the narratives of gender order produced. Research had in fact two main objectives: 1) observing the relevance and the features of the gender orders constructed and narrated in these interactions, catching the reproduction, or negotiation and change, of traditional cultural models, somehow still hegemonic; 2) analysing the way in which the adults’ forms of communication – on one hand promotion and dialogue, on the other hand educational monologues – influence the constructions and the narratives of gender produced by the participants.

Il saggio analizza i significati e i metodi dell'educazione alla pace, attraverso l'analisi di interventi con bambini e adolescenti, videoregistrati nell'ambito della Regione Emilia Romagna. Il sagigo identifica le diverse forme di intervento e le azioni degli operatori che permettono di promuoverle, tra educazione e promozione delle espressioni personali dei bambini e degli adolescenti, e considerando le valutazioni degli interventi da parte dei partecipanti.