From Maestri di Strada to CoroNauti: The impact of the pandemic on the educational community of a metropolitan suburb

Journal title PSICOLOGIA DI COMUNITA’
Author/s Filomena Carillo, Elisabetta Fenizia, Santa Parrello
Publishing Year 2022 Issue 2022/2
Language Italian Pages 19 P. 80-98 File size 220 KB
DOI 10.3280/PSC2022-002005
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

Maestri di Strada (MdS) is a non-profit association that works in the eastern suburbs of Naples to combat early school leaving and the social exclusion through complex socio-educational interventions. The COVID-19 pandemic suddenly affected all the activities of MdS, pushing them to use technology as a resource to tackle the problem of isolation. In March 2020 the CoroNauti Pro-ject was born, with the aim of supporting even from a distance the sense of community in or-der to resiliently cope with trauma, limiting the effects of the gap due to the educational poverty in the area. In this way, a virtual community of reflective practices was formed, which supported in a new way pre-existing educational processes. The intervention was developed with all the actors of the educating local community, young people, schools, families, and re-sulted in several changes.

Keywords: suburbs, educational poverty, third sector, COVID-19, virtual community of prac-tices, educating local community

  1. Afrouz, R. (2021). Approach in gun certainty in social work education, a lesson from COVID-19 pandemic. Qualitative Social Work, 20(1-2), 561-567. DOI: 10.1177/1473325020981078
  2. Alves, R., Lopes, T., & Precioso, J. (2020). Teachers’ well-being in times of COVID-19 pandemic: factors that explain professional well-being. International journal of Educational Research and Innovation, 15, 203-217.
  3. Barbier, R. (2007). La Ricerca-Azione. Roma, Italy: Armando.
  4. Bartoli, C. (2014). La scuola e il ghetto. Architetture che escludono. In C. Moreno, S. Parrello, & I. Iorio (eds.), La Mappa e il Territorio. Ripensare l’educazione fra strada e scuola (pp. 33-48). Palermo, Italy: Sellerio.
  5. Barton, D., & Tusting, K. (2005). Beyond Communities of Practice. Language, Power and Social Context. Cambridge, UK: Cambridge University Press.
  6. Coggi, C., & Ricchiardi, P. (2005). Progettare la ricerca empirica in educazione. Roma, Italy: Carocci.
  7. Cunningham, B. (1976). Action Research: Toward a Procedural Model. Human Relation, 29(3), 215-238. DOI: 10.1177/00187267760290030
  8. De Lauso, F., & De Capite, N. (2020). Gli Anticorpi della Solidarietà. Rapporto 2020 su Povertà ed Esclusione Sociale in Italia. Roma, Italy: Caritas Italiana.
  9. De Rosa, B., & Regnoli, G. M. (2022). La pandemia da COVID-19, un potenziale trauma collettivo. TOPIC – Temi di Psicologia dell’Ordine degli Psicologi della Campania, 1(2).
  10. Dewey, J. (1927). The public and its problems. NY: Holt.
  11. Freire, P. (1970). Pedagogia do oprimido. NY: Herder & Herder.
  12. Gimenez, R., Hernantes, J., Labaka, L., RoxanneHiltz, S., & Turoff, M. (2017). Improving the resilience of disaster management organizationsthroughvirtual communities of practice: A Delphi study. Journal of Contingencies and Crisis Management, 25(3), 160-170. DOI: 10.1111/1468-5973.1218
  13. Iorio, I., Fenizia, E., & Parrello, S. (2022). La dimensione riflessiva nel lavoro socio-educativo dei maestri di strada alla prova della pandemia. TOPIC – Temi di Psicologia dell’Ordine degli Psicologi della Campania, 1(1).
  14. Kaës, R. (2012). Il Malessere. Roma, Italy: Borla.
  15. Konradt, U., Otte, K. P., Schippers, M. C., & Steenfatt, C. (2016). Reflexivity in teams: a review and new perspectives. The Journal of Psychology Interdisciplinary and Applied, 150, 153-174. DOI: 10.1080/00223980.2015.105097
  16. Lipari, D., & Scaratti, G. (2014). Comunità di pratica. In G. P. Quaglino (Ed.), Formazione. I metodi, Milano, Italy: Cortina.
  17. Lu, P., & Stead, D. (2013). Understanding the notion of resilience in spatial planning: A case study of Rotterdam, The Netherlands. Cities, 35, 200-212.
  18. McMillan, D. W., & Chavis, D. M. (1986). Sense of community: a definition and theory. Journal of Community Psychology, 14(1), 6-23. DOI: 10.1002/1520-6629(198601)14:13.0.CO;2-
  19. Melazzini, C. (2011). Insegnare al principe di Danimarca. Palermo, Italy: Sellerio.
  20. Michelini, M. C. (2016). Fare comunità di pensiero. Insegnamento come pratica riflessiva. Milano, Italy: FrancoAngeli.
  21. Moreno, C., Parrello, S., & Iorio, I. (eds.) (2014). La Mappa e il Territorio. Ripensare l’educazione fra strada e scuola. Palermo, Italy: Sellerio.
  22. Morgan, A., Brown, R., Heck, D., Pendergast, D., & Kanasa, H. (2013). Professional identity pathways of educators in alternative schools: the utility of reflectivepractice groups for educator induction and professional learning. International and Multidisciplinary Perspectives, 15, 579-591. DOI: 10.1080/14623943.2012.74922
  23. Nuzzaci, A. (2021). La povertà educativa nel contesto italiano. Open Journal of Social Sciences, 9, 103-119. 
  24. Pancani, L., Marinucci, M., Aureli, N., & Riva, P. (2021). Forced Social Isolation and Mental Health: A Study on 1,006 Italians Under COVID-19 Lockdown. Frontiers in Psychology, 12, 663799.
  25. Parrello S., Fenizia E., Gentile R., Iorio I., Sartini C., & Sommantico M. (2021b). Supporting teamwork before and during lockdown: a qualitative study on multi-vision groups in presence and online. Frontiers in Psychology, 12, 3309.
  26. Parrello, S. & Moreno, C. (2015). Dentro le periferie: sperimentazioni educative e strumenti riflessivi nel progetto E-vai dei maestri di strada. Educational Reflective Practices, 2, 49-65. DOI: 10.3280/ERP2015-002004
  27. Parrello, S. (2018a). Scene dal Futuro. Adolescenza, educazione e distopia. Milano, Italy: FrancoAngeli.
  28. Parrello, S. (2018b). Growing up in the suburbs: stories of adolescents at risk and of their Maestri di Strada. In R. De Luca Picione, J. Nedergaard, M.F. Freda & S. Salvatore (Eds), Idiographic Approach to Health (pp. 161-176). Charlotte, NC: Age Publishing.
  29. Parrello, S., & Moreno, C. (2021). Maestri di Strada in tempo di COVID-19. Psiche, 1, 211-223. DOI: 10.7388/10113
  30. Parrello, S., Iorio, I., Carillo, F. & Moreno, C (2019). Teaching in the Suburbs: Participatory Action Research Against Educational Wastage. Frontiers in Psychology, 10, 2308.
  31. Parrello, S., Iorio, I., De Rosa, B., & Sommantico, M. (2020). Socio-educational work in at-risk contexts and professional reflexivity: the multi-vision group of “Maestri di Strada”. Social Work Education, 39, 584-598. DOI: 10.1080/02615479.2019.165126
  32. Parrello, S., Sommantico, M., Lacatena, M., & Iorio, I. (2021a). Adolescents’ dreams under COVID-19 isolation. International Journal of Dream Research, 14, 10-20.
  33. Perone, E. (2006). La dispersione al plurale. Storie di giovani che abbandonano la scuola nella tarda modernità. Milano, Italy: FrancoAngeli.
  34. Procentese, F., Gatti, F., & Ceglie, E. (2021) Sensemaking Processes during the First Months of COVID-19 Pandemic: Using Diaries to Deepen How Italian Youths Experienced Lockdown Measures. International Journal of Environmental Research and Public Health, 18(23), 12569.
  35. Rabbie, J. M., & Horwitz, M. (1969). Arousal of in group-out group bias by a chance win or loss. Journal of Personality and Social Psychology, 13(3), 269-277. 
  36. Sawalha, I. H. S. (2015). Managing adversity: Understanding some dimensions of organizational resilience. Management Research Review, 38(4), 346-366. DOI: 10.1108/MRR-01-2014-001
  37. Schippers, M. C., West, M. A., & Dawson, J. F. (2015). Team reflexivity and innovation: the moderating role of team context. Journal of Management, 41, 769-788. DOI: 10.1177/014920631244121
  38. Schön, D. A. (1983). The Reflective Practitioner: How Professional Think in Action. NY: Basic Books.
  39. Thoresen, S., Blix, I., Wentzel-Larsen, T., & Birkeland, M.S. (2021). Trusting Others During a Pandemic: Investigating Potential Changes in Generalized Trust and Its Relationship with Pandemic-Related Experiences and Worry. Frontiers in Psychology, 12, 698519.
  40. UNESCO (2020). Adverse Consequences of School Closures. -- https://en.unesco. org/covid19/educationresp (last accessed March 10, 2020).
  41. UNICEF (2020). COVID-19: are Children Able to Continue Learning During School Closures? A Global Analysis of the Potential Reach of Remote Learning Policies using Data from 100 Countries. -- https://data.unicef.org/resources/ remote-learning-reachability-factsheet/ (last accessed August 3, 2020).
  42. Varga, T.V., Bu, F., Dissing, A.S., Elsenburg, L.K., Bustamante, J.J.H., Matta, J., … & Rod, N.H. (2021). Loneliness, worries, anxiety, and precautionary behaviours in response to the COVID-19 pandemic: A longitudinal analysis of 200,000 Western and Northern Europeans. The Lancet Regional Health Europe, 2, 100020.
  43. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
  44. Wenger, E., McDermott, R. A., & Snyder, W. M. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Cambridge, USA: Harvard Business School Press.
  45. Widmer, P. S., Schippers, M. C., & West, M. A. (2009). Recent developments in 1697 reflexivity research: a review. Psychology of Everyday Activity, 2, 2-11. -- https://research.aston.ac.uk/en/publications/recent-developments-in-reflexivity-research-a-review
  46. Zamengo, F., & Valenzano, N. (2018). Pratiche di comunità educanti. Pensiero riflessivo e spazi condivisi di educazione tra adulti. Ricerche Pedagogiche, 208, 345-364.
  47. Zaninotto, F., Bossi, F., Terry, P., Riccaboni, M., & Galli, G. (2022). The Evolution of Psychological and Behavioral Consequences of Self-Isolation During Lockdown: A Longitudinal Study Across United Kingdom and Italy. Frontiers in Psychiatry, 13, 826277.
  48. Zimbardo, P. (2007). The Lucifer effect: Understanding how good people turn evil. NY: Random House.

Filomena Carillo, Elisabetta Fenizia, Santa Parrello, Da Maestri di Strada a CoroNauti: l’impatto della pandemia sulla comunità educante di una periferia metropolitana in "PSICOLOGIA DI COMUNITA’" 2/2022, pp 80-98, DOI: 10.3280/PSC2022-002005