http://elea.unisa.it/xmlui/handle/10556/2900 Per una cittadinanza globale: Percorsi di vita e traiettorie formative dei giovani / Towards Global Citizenship: Life and Training Paths for Youth People 2026-04-20T14:15:23Z http://elea.unisa.it/xmlui/handle/10556/3292 Il progetto ENABLE Self-Learning for Arab speaking refugee children. Building a concept for mother tongue trainers and teachers Zecca, Valentina; Mazzei, Sara The project ENABLE, Self-Learning for Arab speaking refugee children – building a concept for mother tongue trainers and teachers, started on December 2017 as a strategic partnership in the frame of cooperation for innovation and exchange of good practices for school education. It is an Erasmus plus project which involves four countries: Italy, Germany, Sweden and Turkey and five partners: the University of Education Schwabish Gmund (Germany); the University of Gävle, Faculty of Education and Business (Sweden); the University of Calabria, Department of Languages and Educational Sciences, Laboratory Occhialì (Italy); the University of Mugla Sitki Koçman, Department of Educational Sciences (Turkey); the NGO Back on Track (Germany). The principal aim of the project is to evaluate and develop an innovative pedagogical methodology for school education for Arab speaking refugee children, aged 9-15, focusing on the role of Arab mother tongue teachers and educators, and supporting in this way their professionalization. The project aims at developing a Europe-wide training model, which considers, at the same time, the differences of the various national contexts. This article will present the main objectives of the project and indicate the particular features of the context in which the project will be implemented in Italy: the region of Calabria, with its system of reception and its composition of migrants’ nationalities. 2018-01-01T00:00:00Z http://elea.unisa.it/xmlui/handle/10556/3291 Il territorio tra innovazione sociale e sviluppo locale: l’esperienza del patto territoriale delle Colline Romane Luzi, Michela Any development and social innovation intervention must succeed in involving and enhancing local actors, considered as the real protagonist in the growth of a territory. All local actors, if involved through the application of governance, can contribute to the implementation of the milieu, a relational space, which replaces the traditional physical space and which promotes the realization of shared development programmes. Among the various types of programming there is the institute of “Patto Territoriale delle Colline Romane”. The Roman Hills have been protagonists of the realization of a Pact finalized to create development and opportunities for the territory. 2018-01-01T00:00:00Z http://elea.unisa.it/xmlui/handle/10556/3290 Politiche di inclusione nelle aree fragili: i migranti e l’approccio territoriale della Strategia Nazionale per le Aree Interne Carrosio, Giovanni; Lo Presti, Veronica The theoretical reflection on development policies, at national and international level, has focused attention on the need to identify new strategies for social inclusion able to promote local development by putting in the center the quality of life and the rights of citizenship. This is all the more valid in the rural and marginal areas of our country, where the lack of access to essential resources and services and the distance from the central poles of supplying basic services are a strong limit to the wellbeing of the inhabitants and the development of their capacity for actively live and therefore promote the development of the territory. In Italy, internal areas are historically affected by migratory routes and the rooting of a new population is the lever through which to combat depopulation. The substantial presence of the population with non-Italian citizens reveals some exogenous criticalities of the new approaches (resident foreigners are not citizens with full rights), but can constitute a potential for regenerating the identity and economies of the internal areas, if the policies public authorities are able to include and activate the skills of this portion of the population according to a model of sustainable local development. 2018-01-01T00:00:00Z http://elea.unisa.it/xmlui/handle/10556/3289 Identità della scuola e miglioramento scolastico per l’educazione alla cittadinanza globale Mori, Sara; Storai, Francesca The paper recounts the experience of two female researchers in a high school in the prov-ince of Pisa, which is characterized from a mission centered on the active citizen. The scope of intervention is to increase the sense of collective identity of the school by involving the various actors with an eye on the improvement of the school. The aim of the research was to develop awareness and action for change within the organization according to the guide-lines of Global Citizenship Education. During the nominal group with teachers, students and parents and the interviews with the Principals and the DSGA, the participants were asked to associate words describing the school according to their point of view; later they were invited to reflect on the mission described in the PTOF (Three-year training plan) and on how to act to make it operative. The sharing of results as a final moment was a crucial action to increase the level of knowledge within the school, the sense of empowerment of the actors and awareness of their own context. 2018-01-01T00:00:00Z