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EDUCATIONAL REFLECTIVE PRACTICES


Peer Reviewed Journal



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EDUCATIONAL REFLECTIVE PRACTICES
2 issues per year , ISSN 2240-7758 , ISSNe 2279-9605
E-book issue price (also old issues): € 24,00

Subscription fees 2020
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Online only (VAT excluded):  € 61,50;
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This journal continues his pubblication as Open Access, you can find it here.

All articles published are double-blind peer reviewed

Classified in Class A by Anvur (National Agency for the Evaluation of Universities and Research Institutes) in: Education and History of Education and Didactic, Inclusive Education and Educational Research.

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The circulation of the journal is aimed at enhancing the impact in the academic community, the world of applied research, the professionals who work in education and training within organizations, public and / or private (universities, institutions, schools, organizations of the third sector, firms).



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Issue 2/2020 
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Francesca Torlone, Paolo Federighi, Lavoro e apprendimento trasformativo in carcere (Employment and transformative learning in prison settings)
Julie-Anne Boudreau, Youth self-construction processes in a drug treatment center on the periphery of Mexico City
Alessandra Romano, Trasformazioni in corsia. Protocolli e pratiche di gestione in contesti sanitari ad alto tasso multietnico (Protocols and relational practices in highly multiethnic health contexts. Processes of Transformations)
Stella Milani, Marika Rullo, Decostruire le differenze culturali: una ricerca esplorativa sulle prospettive dei futuri educatori (Deconstructing cultural differences: An exploratory study on future educator’s perspectives)
Mario Giampaolo, Contro ogni odio: narrative digitali
Francesca Torlone, Martina Capaccioli, Zineb Benalla, International student mobility, multiculturalism training within the framework of the core contents of a degree programme. The mobility experience between the University of Siena and Al Akhawayn University (AUI)
Jesús Miguel Flores Vivar, Carlo Orefice, Mario Giampaolo, Claudio Melacarne, Desinformación, noticias falsas y radicalización. Apuntes y reflexiones para su erradicación a través de las TIC y educación
Farhad Khosrokhavar, Francesca Bianchi, Francesca Torlone, Nicolina Bosco, Tra radicalizzazione e de-radicalizzazione: attori, interventi, strategie
Maurizio Ambrosini, Francesca Bianchi, Stella Milani, Sul concetto di integrazione: elementi teorici e prospettive empiriche nell’analisi sociologica
A cura della Redazione, Authors
Antonia Cunti, Alessandra Priore, Prefigurarsi il lavoro. L’orientamento universitario tra ricerca, didattica e formazione (Pre-professional identity development. University guidance between research, teaching and training)


Issue 1/2020 
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Valérie Amiraux, Loretta Fabbri, Apprendere a vivere in una società multietnica
Loretta Fabbri, Claudio Melacarne, Apprendere e disapprendere nei contesti di vita quotidiana. Il caso di un quartiere multietnico (Learning and de-learning in everyday life. A case study of an Italian multiethnic district)
Diana Miconi, Cécile Rousseau, Vivere insieme in contesti di polarizzazione sociale: fattori di rischio e di protezione in un campione di giovani studenti canadesi (Living together in socially polarized contexts: Risk and protective factors in a sample of Canadian college students)
Carlo Orefice, Etnografia di un treno regionale: pratiche discorsive e posizionamenti identitari tra professionisti delle FS e viaggiatori immigrati (Ethnography of a regional train: Discursive practices and identity positioning between FS professionals and immigrant travelers)
Maria Lucenti, Sivane Hirsch, I manuali scolastici danno accesso all’altro in classe? Un’analisi comparativa tra l’Italia e il Québec (Do school textbooks give access to the other one in the classroom? A comparative analysis between Italy and Québec)
Francesca Bianchi, Vita quotidiana in carcere: attori, discorsi, relazioni (Everyday life in prison: Actors, conversations, relationship)
Nicolina Bosco, Mario Giampaolo, Carlo Orefice, Noi e loro. Indagine esplorativa sulle rappresentazioni degli insegnanti in contesti scolastici multiculturali (Us and them. An exploratory research on teachers’ representations in multicultural school contexts)
Deborah Kramlich, Alessandra Romano, Leveraging (the potential of) the multiethnic classroom: Using the constructs of cultural humility and safety to provide belonging for Cross Cultural Kid (CCK) refugees
Comitato di Redazione, Authors


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