Rules in educational contexts can reflect socio-cultural, economic, and political boundaries linked to affiliations and identities related to society. The organization of the educational spaces and training resources can contribute to the maintenance of these boundaries (also as a form of social control) or support a gateway for change and for promoting innovation. The space organization and the selection of resources can play an important role in the inclusion and exclusion dynamics in the different educational and training settings, from early childhood through to school and workplaces, encouraging or hindering processes of reprocessing, creation, and protagonism, integration, self-esteem, and empowerment. If inclusion is an integral part and a key condition for ethical and effective public engagement, too many remain excluded from the engagement processes due to systemic barriers and inequalities. What educational and training conditions can trigger and support processes of inclusion? Which professionals are intentionally called to facilitate them or which ones could be involved in this process?

Condizioni educative e processi di inclusione / Francesca Bracci, Giovanna Del Gobbo, Daniela Frison, Laura Menichetti. - In: FORM@RE. - ISSN 1825-7321. - ELETTRONICO. - (2022).

Condizioni educative e processi di inclusione

Francesca Bracci
;
Giovanna Del Gobbo
;
Daniela Frison
;
Laura Menichetti
2022

Abstract

Rules in educational contexts can reflect socio-cultural, economic, and political boundaries linked to affiliations and identities related to society. The organization of the educational spaces and training resources can contribute to the maintenance of these boundaries (also as a form of social control) or support a gateway for change and for promoting innovation. The space organization and the selection of resources can play an important role in the inclusion and exclusion dynamics in the different educational and training settings, from early childhood through to school and workplaces, encouraging or hindering processes of reprocessing, creation, and protagonism, integration, self-esteem, and empowerment. If inclusion is an integral part and a key condition for ethical and effective public engagement, too many remain excluded from the engagement processes due to systemic barriers and inequalities. What educational and training conditions can trigger and support processes of inclusion? Which professionals are intentionally called to facilitate them or which ones could be involved in this process?
Francesca Bracci, Giovanna Del Gobbo, Daniela Frison, Laura Menichetti
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2158/1279383
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