Suchergebnisse

One of the main goals of the UN and the EU is to build a more sustainable, resilient, inclusive, and democratic society. Educational policies in Italy are aligning with this vision, as demonstrated by the recent introduction of the transversal subject of civic education in schools. Within a European and global framework, this contribution offers a critical theoretical reflection on the opportunities and challenges of civic education in Italy. In particular, it examines the pedagogical perspectives of an active and global citizenship for an inclusive society that respects all forms of heterogeneity, and its role in guaranteeing equitable educational opportunities, as indicated by targets 4.7, 4.a and 4.c of the 2030 Agenda. The paper also discusses the core competencies necessary to guarantee educational equity for tomorrow's citizens. ; Uno degli obiettivi principali dell'ONU e dell'UE consiste nella costruzione di una società più sostenibile, resiliente, inclusiva e democratica. Le politiche educative in Italia si stanno allineando a questa visione, come dimostra la recente introduzione dell'educazione civica come materia trasversale nelle scuole. All'interno del quadro europeo, ma anche in una prospettiva globale, il presente contributo offre una riflessione teorico-critica sulle opportunità e sulle sfide insite nell'educazione civica in Italia. In particolare, si esaminano le prospettive pedagogiche di una cittadinanza attiva e globale per una società inclusiva che rispetta tutte le forme di eterogeneità, e il suo ruolo nel garantire opportunità educative eque, come indicato dai target 4.7, 4.a e 4.c dell'Agenda 2030. Il contributo inoltre esamina le competenze essenziali necessarie per garantire l'equità nell'educazione dei cittadini di domani.

Nonostante l'aumento di diversità riscontrabile nei profili degli studenti, questo non si osserva nei futuri insegnanti. A fronte anche dei benefici connessi all'inclusione di insegnanti provenienti dai gruppi sottorappresentati, l'incremento dell'eterogeneità della popolazione docente è diven-tato una preoccupazione delle politiche e della ricerca internazionali, mentre nel panorama na-zionale esso è poco studiato. Questo contributo si focalizza su due aspetti della diversità – la disabilità/DSA e il background migratorio – e, in particolare, sugli ostacoli incontrati dai futuri docenti della scuola dell'infanzia e primaria nell'accesso alla carriera universitaria. Dall'analisi emerge che a ciò è sotteso un dilemma, tra il diritto/dovere di promuovere la diversità e l'inclusione e quello di garantire che anche tali studenti sviluppino tutte le competenze necessarie per la professione.

SummaryCross-sectional studies in Australia and the Philippines and a longitudinal prospective study in a selected Australian sample of breast-feeding mothers have shown that basal serum prolactin (PRL) concentrations are elevated during 15–21 months of lactational amenorrhoea.A predictive model of serum PRL levels and return of cyclic ovarian activity during full breast-feeding, partial breast-feeding and weaning has been developed from the results of breast-feeding behaviour and serum PRL, gonadotrophin and oestradiol measurements in 34 mothers breast-feeding on demand for a mean of 67 weeks.Breast-feeding patterns influence serum PRL levels. Important factors during full breast-feeding are the age of the baby, the longest interval between feeds at night and total 24-hr suckling time, and following the introduction of supplements, the mean interval between feeds, together with the total 24-hr suckling time and the number of solid supplements per day.The precise mechanisms whereby breast-feeding regulates cyclic ovarian activity remain unknown. Gonadotrophin secretion appears to be quantitatively normal, but qualitative changes, secondary to altered hypothalamic activity, may be the most important factor. A direct inhibitory effect of PRL on ovarian follicular development and steroidogenesis remains possible.Ovulation with a normal luteal phase is probable for 30% of breast-feeding mothers before the first menses, but is unlikely before 6 months, provided breast-feeding is frequent day and night.Measurement of serum PRL is a sensitive index of the return of menstruation and fertility during lactation in the population studied.

The coronavirus pandemic has revealed the limitations of current social structures, with school closures exposing marginalized population groups to further threats and disadvantages. During the first wave of the pandemic, schools needed to pay special attention to the most vulnerable and marginalized pupils to counteract growing social and educational inequity. Against the background of the differing educational governance and emergency management in the neighbouring countries of Italy and Austria during the first wave of the pandemic, this paper investigates how policy initiatives and regulations helped to tackle inequities in schools between February and August 2020. The aim of this analysis is to understand the differences between the educational policy measures adopted by Italy and Austria in order to be better prepared for future crises and to work toward more equitable education systems. Educational policy documents were subjected to qualitative content analysis and discussed using the lens of critical pedagogy. The results illustrate the extent to which educational policy documents supported students from socioeconomically disadvantaged backgrounds and culturally and linguistically diverse learners during the first wave of the pandemic. The data show the different dynamics of systems' responses to the pandemic: while in Italy there was a stronger focus on digitalization as a means of ensuring equity of educational opportunities, for example, Austria put more emphasis on supporting children with diverse linguistic and cultural backgrounds. ; La pandemia da Coronavirus ha messo in luce i limiti strutturali dell'attuale sistema sociale. La chiusura delle scuole ha esposto settori emarginati della popolazione a ulteriori minacce e svantaggi. Durante la prima ondata della pandemia, le scuole sono state chiamate a prestare particolare attenzione agli alunni più vulnerabili per contrastare la crescente disuguaglianza educativa. A partire da retroterra differenti in termini di misure politiche e strategie di gestione della crisi nei due paesi confinanti, Italia e Austria, durante la prima ondata della pandemia, questo articolo esplora il modo in cui le politiche educative hanno supportato il contrasto alle diseguaglianze a scuola da febbraio ad agosto 2020. L'obiettivo di questa analisi consiste nel comprendere le differenze tra Italia e Austria per quanto riguarda le misure di politiche educative sia per essere meglio preparati a eventuali future crisi sia per contribuire ad un sistema educativo più equo. I ricercatori hanno esaminato documenti di politiche educative attraverso l'analisi qualitativa del contenuto e hanno poi discusso i risultati attraverso la lente della pedagogia critica. I risultati evidenziano come, durante la prima ondata della pandemia, tali politiche abbiano sostenuto soprattutto gli studenti provenienti da ambienti socioeconomicamente svantaggiati e quelli culturalmente e linguisticamente diversi. I dati mostrano le diverse dinamiche delle risposte sistemiche alla pandemia; mentre in Italia si è posta maggiore at- tenzione sul ruolo della digitalizzazione quale mezzo per garantire eque opportunità educative, in Austria si è posta maggiore enfasi sul sostegno ai bambini con un diverso background linguistico e culturale.

Across and even within European states, heritage language education (HLE) for pupils with a migration background varies considerably, as do the political and academic discourses surrounding HLE. Due to the intensified public discourse around migration, educational opportunity and multilingualism, research on heritage languages (HL) and HLE has increased in recent years (Mehlhorn, 2020). However, there is still little agreement among scholars concerning the role of HLE for children's linguistic, educational or personal development. Although studies suggest that support for heritage languages does not bear negative consequences, empirical findings on the optimal design and delivery of heritage language lessons (HLLs) are still lacking. How, then, should research be prioritised in different contexts? We consulted a large cross-national survey on research priorities for multilingualism and language education (Duarte et al., 2020) in order to uncover findings relating specifically to HLE. The findings derive from the rankings of research priorities by panels of expert participants (n = 300) in five European countries: Germany, Italy, the Netherlands, Portugal and Spain. The rankings indicate that research on HLE is considered important in all countries, albeit to a lesser degree in Spain. Research on the effects of HLE on the majority language and subject comprehension was deemed most important by the expert participants, or at least as urgent as effects on the heritage language itself. Experts also attributed importance to topics concerning HLE quality. Other findings point to country-specific priorities. We present the overall results from two sets of questions concerning research on HLE and attempt to offer qualitative interpretations of these findings.