Suchergebnisse

Much has been said about Arab youth in the last decade first as the heroes of the Arab uprisings in 2010-2011 and then – when the first enthusiasm after the revolts melted away – as uncontrolled masses of unemployed, illegal migrants and easy victims of organized crime and extremist groups. More in general, youth and Arab youth in particular have become a key development and security priority as exemplified by the 2016 Arab Human Development Report. But what is it behind such a general appraisal of the youth category in public policies and concern? This article aims precisely at answering this question by analysing the prevalent narrative on youth, labour and political mobilization used by international agencies, governments and, at least partially, the academia. The analysis and the examples given are taken from Arab countries, but similar narratives are used also toward youth living in the post-democracies of Europe and North America.

One of the main achievement of the European integration process is the making of a transnational space where European citizens can freely circulate. Mobility promotes a kind of bottom-up, or horizontal europeanization, and the spread of cross-national practices. It also contributes to a widening in the individual and relational resources available to youth to carry out their professional and personal life projects. The so called Erasmus Generation, defines young peoples socialized to a transnational cultural humus and highly identified with Europe. Indeed, in the current context of economic crisis, mobility is more and more experienced by highly skilled youth from Southern European countries, as individual strategies to deal with precariousness, unemployments, under-qualified jobs. As a result, mobility can be seen as an obligation, more than a choice, and as a form of brain drain from Southern to Central and Northern European countries, more that a carrier of horizontal europeanization. The article, focusing on Italian and Spanish youth, explore the interconnection between Erasmus Generation and Precarious Generation, and analyzes causes and effect of transnational mobility experienced by highly skilled youth, on the micro and macro social level and on the political level. ; Uno dei più importanti risultati del processo di integrazione europea è la costruzione di uno spazio transnazionale in cui i cittadini europei possono muoversi liberamente. La mobilità favorisce dinamiche di europeizzazione dal basso –o di europeizzazione orizzontale–, e lo sviluppo di pratiche cross-nazionali e amplia le risorse individuali e relazionali a disposizione dei giovani per progettare i propri percorsi professionali e di vita. La Generazione Erasmus definisce giovani socializzati a un humus culturale transnazionale e fortemente identificati con l'Europa. Nell'attuale contesto di crisi economica, a sperimentare la mobilità sono sempre più i giovani altamente qualificati dei paesi dell'Europa del sud, quale strategia individuale ...

This book presents an overview of the results of the first standardised survey of services of open child and youth work in Switzerland, which was conducted in 2018 as a sub-project of the project Language Regions of the umbrella organisation Open Child and Youth Work Switzerland (DOJ/AFAJ) and other cooperation partners and was published in the three national languages of Switzerland which are German, French and Italian. A total of 620 services of open child and youth work, in which at least one permanently employed and/or paid professional worked, took part in the survey. In the book, the following aspects of the field of action are described in an overview and then contextualised: Types of services, opportunities for participation, quality work, professional orientation, financing, sponsorship and governance and management structures, statements on the target group, clients and staff, as well as on spatial or financial resources, founding year, opening hours etc., but also assessments of the professionals on specific topics. The results were also compared between the different linguistic regions and in the three different types of communes "urban", "intermediate" and "rural". The results of the study show a picture of a differentiated and complex field of action, illustrate achievements to date and point out the potential for future development.

The article describes the historical background of an unpublished letter by Francesco De Sanctis to his pupil Luigi La Vista in 1848. The letter consists of a writing lesson but also seems to have been occasioned by a political divergence.

This study starts from legal acts where school is defined the natural placewe can learn the best way to live together (Delors, 1996) and the real opportunitiesstudents have to reach this aim. There are so many laws dealingwith the importance of educate to live together, but it was difficult todemonstrate their real implementation. The highlighting achievements andexperiences on the themes of Citizenship and education led by a PHD candidatein "Training Dynamics and policy education" at University of Bari,have made possible to deepen a significative experience realized in Puglia:the Regional Youth Parliament. Sixteen years old and older students areelected and can be active citizens discussing important issues. They canknow places, people, understand rules and, last but not least, they have toelaborate a bill to be submitted to Regional Parliament. ; Il presente contributo, a partire dagli atti normativi secondo i quali è lascuola il luogo in cui imparare a vivere insieme (Delors, 1996), si soffermasulle reali opportunità offerte agli studenti di perseguire tale obiettivo.Sono numerosi i documenti che, a livello normativo, postulano l'importanzadell'educare a vivere insieme, ma quali occasioni tangibili sono state forniteagli studenti? Gli studi sui temi dell'educazione alla cittadinanza, condottida dottoranda di ricerca in Dinamiche formative ed educazione allapolitica presso l'Università degli Studi di Bari, hanno consentito di approfondire,anche in qualità di docente di scuola secondaria di secondo grado,una significativa esperienza realizzata in Puglia: il Parlamento Regionale deiGiovani. In tale organismo gli studenti, dai sedici anni d'età in poi, vengonoeletti tramite elezioni svolte nelle scuole secondarie di secondo grado. Attraversoquesta forma di apprendistato democratico, incoraggiati ad esserecittadini attivi nel sistema della democrazia partecipativa, essi studiano ilterritorio, dibattono su temi di grande rilevanza sociale, vivono la vita all'internodi una istituzione, ne conoscono i luoghi, le ...