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This book offers substantive insights for researchers, policy makers, and teachers concerned with the effective inclusion of refugees within education by systematically collecting and comparing the growing body of knowledge that is emerging from eight European countries.

The figure of Pestalozzi is positioned in an era of crucial social and political change. It represents a key element in understanding the long path that leads to the creation of the modern educational institutions. The paper analyses the main elements of innovation that distinguish the pedagogical proposal of the Swiss scholar in connection with the experimental activity conducted at the schools he founded. On this basis, the paper focuses on the spread of the Pestalozzi movement as a precursor of the modern tendency to create educational "fashions", highlighting how this phenomenon allows us to reflect, in a historical perspective, on problems that appear very relevant today with respect to the educational role of contemporary school. ; La figura di Pestalozzi si colloca in un'epoca di cruciale cambiamento sociale e politico, e rappresenta un elemento cardine per la comprensione del lungo percorso che porta alla creazione dell'istituzione scolastica moderna. L'articolo analizza i principali elementi di innovazione che contraddistinguono la proposta pedagogica dello studioso svizzero in connessione con l'attività sperimentale condotta presso le scuole da lui fondate. A partire da queste premesse lo scritto si sofferma sulla diffusione del pestalozzismo come precursore della moderna tendenza a creare "mode" educative, evidenziando come questo fenomeno consenta di riflettere, in una prospettiva storica, su problematiche che appaiono oggi molto attuali rispetto al ruolo educativo della scuola contemporanea.

Starting from the analysis of legislation on primary school in Croatia duringthirty years, the article aims to outline the historical and ideological contextin which the transition of Croatian schools from socialism to democracytook place. The investigation focuses on the timeframe from 1974 to 2003, inorder to understand the three major educational reforms enacted in thoseyears. The analysis delves into the transition from the socialist model of educationto the organization of schools addressed towards a pluralistic view.Moreover, it highlights the issues that the Croatian schools are now facingwhile they deal with the legacy of the past and pave the future way to a pedagogicallyrenewed school. ; A partire dall'analisi dei provvedimenti legislativi sulla scuola primaria succedutisiin Croazia in un arco temporale di trent'anni, l'articolo intende delineareil contesto storico-ideologico in cui ha avuto luogo la transizionedelle scuole croate dal socialismo alla democrazia. L'indagine si è concentratasul periodo che va dal 1970 ai primi anni del Duemila, così da comprenderele tre principali riforme scolastiche che sono state realizzate in quellasso di tempo. La loro analisi permette di ricostruire il passaggio da unmodello di educazione socialista a un'organizzazione scolastica orientata insenso pluralistico, e mette in evidenza i nodi che la scuola croata si trovaoggi ad affrontare rispetto all'eredità del passato e alle prospettive future diuna scuola rinnovata in senso pedagogico.

In order to reflect precisely on the role of inclusive education in Italy, first and foremost, the fundamental theme of values must be examined. In the context of Italy, referral to educational values is always doubly risky. On the one hand, a sort of disenchantment (even cynicism at times) exists towards referring to values such as collaboration, respect, democracy and honesty. Each similar re- ferral tends to be regularly silenced as naïve, rhetoric or politically correct. On the other hand, in a more damaging way, there is a systematic tendency to pay tribute emphatically to these and other values during official speeches or when writing program documents, then only to be quickly forgotten when it is time to take action. The two attitudes – disenchantment and double standards – ap- pear closely linked and complementary. Similarly, schools are not immune to this mechanism. This explains why legitimate questions on the sense of educa- tion are systematically avoided through extensive recourse to bureaucratic or, at most, technical responses. Reducing values to a mere shell ends up hiding the active role that these can perform in building that sense of community which is the essential condition for a school that aims to be truly inclusive and open to differences. In fact, values constitute a primary element of recognition that allows a consensus to be found on the various educational intentionalities, and to transform them into congruent and shared practices

The paper aims to highlight the role and impact of written documents in managing child protection cases concerning immigrant children and their families in Italy. Analyzing documentation through the lens offered by Foucault's notion of writing as a discursive rite oriented toward the reproduction of social norms, we examined, in depth, eight immigrant children's cases that were handled by welfare services. Reports from practitioners such as social workers, youth workers, psychologists, counsellors, and legal advisors were examined to understand how the piling up of documentation, which is supposed to be neutral and unbiased, concurs to continuously redefine the boundaries between cultural inclusion and exclusion and reassert the common definition of normality. Moreover, we offer suggestions for how developing a reflexive attitude toward the use of documents could help practitioners to promote a more culturally sensitive approach to managing child protection.