Suchergebnisse

The archive of the Italian National Association of University Teachers sheds light on the little-known contribution a vanguard of university teachers gave to the reform process of Italian Universities, which started in 1968 after the failure of the Italian bill n. 2314. ANDU immediately identified itself in Giorgio Spini's leadership: he was Professor of history at the Faculty of Education of the University of Florence, and he brought together union leadership and constant political and cultural work, which could show the problem with universities was a long-term matter. The student movement has been one of ANDU's main dialogue partners from the beginning, and the association has always supported their initiatives, condemning the police repression and the closing of the academic authorities. In this context, the right to education becomes the primary goal of the university reform, not only for overcoming its classist nature, but also for significantly contributing to question the relations among classes and the balance of power in the Italian society.

The articles collected in the book offer insights on major aspects that determined the success and development of the "ius commune", progressively spread out across Europe, and from Europe to those parts of the world that felt the influence. Three prospects are hereby taken onto account, in a time span of seven centuries (XII-XVIII): the consilia of Jurists, the training paths in universities (texts, literary genres, doctrines, teaching and teachers) and the canonical science.

Today's society appears increasingly vulnerable, uncertain, complex and ambiguous. In this context, there is an increased need to create efficient and effective ecosystems to locally promote the quality of life and social innovation. The volume offers an excursus of the main innovative practices and policies used within urban development. Each essay explores an area of interest (quality of life, social innovation and sharing economy, smart city, urban mobility, new workplaces, shared living, eHealth, urban security, youth and tourism, food policy, didactic innovation and shared administration) offering a reference overview for the study, design and implementation of new intervention strategies and public policies. This text is aimed at students, teachers and operators working in different positions within the social sectors.

This volume collects the proceedings of the seminar organized by the Unique Guarantee Committee for Equal Opportunities of the University of Florence, which focuses on a collective discussion regarding work, study and research conditions in contemporary universities. Drawing inspiration from the reflections of two Canadian teachers, M. Berg and B.K. Seeber, on the feelings of frustration and inadequacy due to the rhythms and objectives sometimes imposed in the university context, this volume focuses on the experiences and moods of all the people involved in the academic community with regard to the obstacles linked to lack of time and economic resources and to increasing workloads. It also offers a reflection on how to create relationships and networks, inaugurate sharing experiments on research and teaching experiences, as well as good practices to contrast those individual and collective drifts which may result in organizational discomfort, thus severely damaging the pursuit for the core values of public universities.

What happened to the university teachers who were expelled after the racial laws of 1938? And what about the more numerous and less known unstructured scholars who were suspended from service? What did the students who were denied university enrolment or the new graduates with no prospects for their future do? The university archives tell us nothing about this; the general aim was for scholars and students who were declared of "Jewish race" to be cancelled and forgotten. It was not a small number of them who decided to leave Italy. What were their paths and help networks? How were they treated abroad? How much did Italian culture suffer from those losses? After the war, did universities try to restore them? The expatriates who returned could have brought new knowledge and ideas, but many never returned. Why? By focusing on the relevant case of Florence, the volume investigates the minimized phenomenon of intellectual emigration for political and racial reasons. A recent past in need of consideration and reflection.