Detailed Program of the Conference

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The current Conference time is: 9th Aug 2022, 06:57:56pm CEST

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Overall view of the program
Session
Parallel session - C.5.2 Re-Entry To School Rethinking Adult Education In The Cpia
Time:
Thursday, 03/June/2021:
2:15pm - 4:30pm

Session Chair: Giuseppe Luca De Luca Picione
Session Chair: Domenico Trezza
Location: Room 4

Session Panels:
C.5. Re-Entry to School Rethinking Adult Education in The CPIA

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Presentations

SOCIAL INNOVATION AND GOVERNANCE OF NETWORKS IN LIFELONG LEARNING PROGRAMS

Giuseppe Luca De Luca Picione, Amalia Caputo

Università di Napoli Federico II, Italia

ABSTRACT: The paper describes the activities concerning the ScuolaViva program, an intervention by the Campania Region destined to school institutes against early school leaving in the aim of social innovation. Operationally, the program provides for the formation of networks made up of teachers, families, institutions and local operators; the agreements must favor the processes of democratic participation and increase the cultural level. In this perspective, schools and Adult school centers must plan the interventions and coordinate the structures, the social actors and the resources of the territory in the planning and implementation of the interventions. ScuolaViva is one of the most interesting programs of the last years because schools, families, students and adult learners can work together to avoid and combat school drop-out. The target is to highlight the strengths and weaknesses of ScuolaViva by describing the experiences of the networks in the first two years. For this reason we intend to compare the experiences of schools in the areas of Campania at risk by analyzing the types of projects activated by the Adult school centers (laboratories and learning paths for basic skills, technical/professional laboratories, thematic workshops, consultancy for choices of training paths, family projects). Outcomes expected: the first one, the network guarantees a correct analysis of the needs of the territory and promotes a targeted planning of the interventions; the second is the idea that school dropout should be countered even outside the school by also intervening on those who have definitively left the training circuit; the third strong point is the duration within which it is possible to develop, implement and evaluate a project.

KEYWORDS: Social innovation, Lifelong learning, Governance, Networks, Practices.



THE REFUGEES WELCOME RECEPTION MODEL AS AN EXERCISE OF ACTIVE CITIZENSHIP FOR SOCIAL INCLUSION

Mirella Ferrari

Milano Bicocca, Italy

In recent years a narration of migratory phenomena has developed, this situation has emphasized the hospitality emergency dimension and it produced the fragmentation of the migrant's identity into a thousand images.

In this scenario among the many experiences there was Welcome Refugees Association for its exercice of active citizenship.

Here we want to investigate the phenomena of social integration outside the "institutionally normed circuits” and we concentrate on the inclusive model, proposed by digital collaborative platforms, stimulated by a model of fully exercised citizenship, so it is possible to overcome the “géologistique des réfugiés” (Agier, 2012).



ADULT EDUCATION FOR STUDENTS WITH A MIGRATION BACKGROUND IN THE PANDEMIC CRISIS

Anna Milione

CNR-IRPS, Italy

The current pandemic crisis has a significant impact on educational institutions. School closure has implied the reorganization of distance learning activities through the use of digital devices. This paper intends to describe how pandemic and school closures affected provincial centres' activities for adult education (CPIA). By drawing on an empirical investigation in the case of the CPIA of Salerno, we illustrate how this CPIA has counteracted the institutional collapse triggered by the pandemic. The case will be a portal to analyze adult education's current state for students with a migration background. Education at a distance via digital technologies (FAD) is one of the most important innovations of the new organization of adult education (DPR 263/2012; Linee Guida, 2015). Nevertheless, it is not sufficiently developed (Cornacchia 2013; Colosio 2015; Milione, Landri Vatrella 2017; Pitzalis 2019). Some critical issues reveal the adult educational system's weakness, which appears more vulnerable in the emergency (Indire 2018; RAV CPIA Valu-e, INALSI 2020). The increasing vulnerability regarding the equipment of structural and technologic resources, the lack of digital skills in teachers, the heterogeneity of the audience, new difficulties of students with a migratory background, concerning linguistic challenges, digital devices' property, the connectivity to the Internet and digital skills.

Bibliography

Cornacchia M. (2013), Dai CTP ai CPIA il ruolo della scuola e il senso dell’Educazione degli Adulti, in «Annali online della Didattica e della Formazione docente », n. 5/2013, pp. 68-76

Colosio O., (2015), Il nuovo sistema di istruzione degli adulti. Dai CTP ai CPIA, I Quaderni della Ricerca, 21, Torino: Loescher Editore.

Indire (2018), Viaggio nell’Istruzione degli Adulti in Italia. Alla scoperta di esigenze, problemi e soluzioni, Roma.

Milione A., Vatrella S., Landri P. (2017), Per una progettazione partecipata delle Unità di apprendimento nel campo dell’istruzione degli adulti: una sperimentazione in Campania, in De Luca Picione G.L., Madonia E. (a cura di), L’istruzione degli adulti nei CPIA in Campania. Rapporto preliminare del Centro Regionale di Ricerca, Sperimentazione e Sviluppo, Napoli: Guida editori.

Pitzalis M. (2019) Una sfida per la scuola. I CPIA come punto di incontro tra policy formative e politiche migratorie in Italia, in Colombo M., Scardigno P. (a cura di), La formazione dei rifugiati e dei minori stranieri non accompagnati, una realtà necessaria, Quaderni Cirmib 2-2019, Milano: Vita e pensiero, pp. 37-46.

Poliandri D. (a cura di ) (2020), Scoprire i Centri Provinciali per l’Istruzione degli Adulti: contesti, ambienti, processi. Dati dal Questionario CPIA Valu.E e dal Rapporto di autovalutazione, Roma: Carocci.



NEW PROFILES OF ADULTS IN EDUCATION. CLUSTERING STUDENTS TO RETHINK INNOVATIVE TARGETING STRATEGIES OF CPIAS

Lucia Fortini, Domenico Trezza

Università di Napoli Federico II, Italy

The reforms of adult education in Italy are beginning to be effective after almost a decade (De Luca Picione and Madonia 2017, Indire 2018, Invalsi 2020). A significant consequence of the reorganization of CPIAs seems to be the differentiation of targets, which was not expected until some time ago. MIUR data (2020) suggests they are predominantly non-EU adults and youth, whereas Italian adults have become a minority. This would have increased the social representation of CPIAs as 'schools for foreigners' (De Luca Picione and Madonia 2017) resulting in the gap between courses for foreigners and Italians (e.g. early-school leavers). Therefore, understanding the current profile of CPIA students is central to rethinking new strategies of adult education. On this basis, the paper aims to answer these questions: who are the people studying in CPIAs? How do they are similar and different? Is it because of age, nationality, or something else? The authors examine the students who joined CPIAs in Campania in the 2016/2017 school year, exploring their main socio-demographic characteristics and training backgrounds. Through a clustering analysis of participants, a varied scenario emerges compared to the common (and simplistic) dichotomy of 'foreign students vs. Italian adults'. On the other hand, in the largest cluster, nationality is not a relevant discriminant. Indeed, there are features with more weight, such as educational content and experimentation with new learning purposes e.g. inclusion and adult re-entry needs. These empirical evidences suggest that rethinking adult education policies also could mean thinking about CPIA targeting policies.



FOR A CREATIVE COUNTERCULTURE. THE HEGEMONIC POWER OF (ADULT) EDUCATION

Vanessa Lamattina

Università degli Studi di Salerno, Italia

Since the 1970s the need to legitimize anti-Welfarist economic policies led the capitalism to promote the idea of ​​self-responsibility, according to which welfare policies began to be considered as being the cause of a lack of individual responsibility (Fraser 2017; Fukuyama 1992; Putnam 2000). The basic idea is that it was precisely the security provided by the welfare state that deterred individuals from improving their own living conditions and inhibiting the development of their own creative skills (Dardot, Laval 2013). Starting from that time, action was concentrated on rejecting the accepted doxa, promoting instead the idea that the individual, far from being a ‘product’ of the surrounding environment, is responsible for his or her own destiny, and any activity is guided by a spirit of competition (Sennett, 2003). The protagonist of this new society is the entrepreneur, continually driven to maximize profit and performance (Foucault 2012). An idea of ​​Man and society consolidated over time also thanks to an education system modified by a regulatory framework which, starting from the 1990s, encourages employability, competition and self-entrepreneurship in an individualistic perspective aimed at the survival of each one within the economic game. Hence the idea of ​​opposing this model of school to Gramsci’s creative school which can be mainly implemented in the field of adult education and is able to resist the processes of incorporation of dominant values ​​thanks to three main elements: first, the conception of the individual. While for the neoliberal approach the individual is congenitally endowed with capacity, morals and freedom, in Gramsci’s creative approach the individual is a social product. Hence the idea that the school, far from acting as an impartial arbiter who supervises and makes possible the manifestation of innate skills, should be configured as an active institution, capable of paying special attention to disadvantaged and who, in other words, cannot win in competitive and economic game; second, the educational autonomy, increasingly become the target of recent attacks from national and supranational education policies. From the Gramscian point of view, the teacher, in the same way as the organic intellectual, has the role of elevating the learner through a hegemonic relationship and making it emancipated and capable of building a new historical action; finally, to achieve this goal it is necessary that knowledge is not instrumental, but ‘critical’, to deconstruct the status quo and build new imaginaries.

Method:

Critical-Analytical

Outcomes (expected):

Propose alternative models of adult education

References

Dardot, P., & Laval, C., 2013, The new way of the world: On neoliberal society, London, Verso.

Foucault, M., 2008, The birth of biopolitics: Lectures at the College de France 1978-79, Basingstoke, Palgrave.

Fukuyama, F., 1992, The end of history and the last man. New York, Macmillan.

Gramsci A., 1977, V. Gerratana (a cura di), Quaderni del carcere, Torino, Einaudi Editore.

Putnam, R. D., 2000, Bowling alone: The collapse and revival of American community. New York, Simon & Schuster.

Sennett, R., 2003, Respect in an age of inequality. New York, W. W. Norton