Suchergebnisse

Uno degli ambiti di studio al momento più ricchi di implicazioni per l'approccio geografico è la percezione sociale dell'incertezza associata ai cambiamenti climatici. In particolare, un contesto interessante è rappresentato dalla percezione del futuro da parte delle generazioni più giovani. Il presente studio, utilizzando una metodologia qualitativa, indaga alcune modalità attraverso cui il cambiamento climatico è percepito da alcuni giovani studenti di età compresa tra 16 e 20 anni di varia nazionalità che vivono in Sicilia. Attraverso un questionario elaborato ad hoc e una contestuale osservazione partecipante di tipo etnografico, ai giovani è stato chiesto di indicare sia le proprie conoscenze sul cambiamento climatico (apprese nei propri percorsi di formazione o attraverso i media), sia la percezione soggettiva del rischio che quest'ultimo potrebbe implicare nell'immediato e nel futuro, includendo le eventuali soluzioni/strategie di contrasto/adattamento messe in atto (che implicano comportamenti individuali e/o collettivi), nonché le possibilità di incidere sulle opportune politiche decisionali. Le interviste permettono non solo di ricostruire i modi in cui gruppi di giovani studenti guardano a una possibile crisi climatica, ma anche di riflettere sulle possibili modalità di intervento che si rendono utili o necessarie sul piano della formazione e della comunicazione delle emergenze ambientali. A tale proposito, il contributo evidenzia come le criticità rilevate negli ultimi anni dall'acceso dibattito sulla contrazione dell'insegnamento della Geografia presso la scuola secondaria di II grado in Italia confermino la necessità di azioni sistemiche in grado di valorizzare il sapere, l'approccio e la didattica della disciplina. ; Nowadays, one of the most significant study areas for the Geographical approach is the social perception of uncertainty associated to climate change. More in particular, an interesting context is represented by the perception of the future in teenagers and young adults. By using a qualitative methodology, this study explores some ways in which climate change is perceived by high-school students aged between 16 and 20 of various nationalities living in Sicily, Italy. Through the use of a questionnaire made ad hoc and a contextual ethnographic participant observation, young people were asked to provide information on what they knew on climate change (based on schooling and on general knowledge acquired from medias). Moreover, students were asked what their own perception of risk was, in the short and long term, connected to climate change also in reference to solutions/strategies - including individual/collective behaviors - adopted to contrast this global issue. Finally, questions focused on the possibility of influencing the appropriate decision-making policies. Interviews not only allow us to outline and explore the ways in which groups of young students look at a possible climate crisis, they also help us track innovative communication paths especially in school when debating on environmental emergencies. This paper thus also highlights the potential problems connected to the reduction of the amount of hours spent studying Geography in Italian high schools and supports the idea of taking action in order to promote this subject in the Italian national education system.

Information and its use are essential elements within society and media culture since they help us understand what is happening around us. On the other hand, however, a series of information disturbances are spreading around due to the circulation of false and deliberately misleading information. The "fake news" label has entered (not only) the political de-bate and the attention for the methods of online information ac-quisition highlights a growing concern about the impact of digital platforms on democratic and social life. In fact, the degree of vul-nerability of companies, institutions and individuals to manipula-tion by malicious media actors still needs to be studied. This contribution presents the results of an exploratory survey, carried out using social networks, involving 290 teenagers. The sur-vey was aimed at detecting the relationship that teenagers have with fake news, their habits on the net, their ability to distinguish be-tween true news and false news, as well as to identify strategies and tools implemented by the school to develop critical & creative skills to recognize fake news. The results, although not to be gen-eralized, are comforting and surprising.

In questo elaborato si analizzano le politiche internazionali e nazionali e le pratiche educative e socio-sanitarie pubbliche attraverso cui la salute sessuale dei/delle giovani è costruita e gestita nel contesto italiano e, in particolare, emiliano-romagnolo. Lo studio parte da un'indagine antropologica condotta presso un consultorio per adolescenti facente parte del Sistema Sanitario italiano - lo Spazio giovani di Bologna – e da una ricerca-azione focalizzata su un progetto educativo regionale destinato alle classi della scuola secondaria di primo grado chiamato W l'amore. Attraverso un confronto con i Paesi Bassi si riflette sull'educazione alla sessualità in ambito europeo evidenziandone le criticità e le potenzialità per quanto concerne una più generale tutela e promozione della salute dei/delle più giovani. Argomenti legati all'adolescenza, all'educazione e alla sessualità si connettono a questioni socio-politiche inerenti ai diritti sessuali e alla cittadinanza intima. Se la sessualità è una componente multiforme dell'esperienza umana poiché nella sua fluidità si incarna l'interazione tra individuo, alterità e società, l'educazione alla sessualità è uno spazio fisico e simbolico in cui costruire e condividere opinioni, desideri, intenzioni e identità. Pensare alla promozione del benessere sessuale non può prescindere dal problematizzare i processi sociali attraverso cui la sessualità degli/delle ragazzi/e è plasmata e normata. L'antropologia – nella sua portata critica – può evidenziare la complessità che caratterizza la rete dei servizi socio-sanitari e educativi destinati ai/alle giovani e le intenzioni degli/delle stakeholders che vi operano. Obiettivo della ricerca è quindi decostruire l'educazione alla sessualità e presentarla come processo sociale condiviso, continuo e volto alla tutela della pluralità sessuale e relazionale. Essa, inoltre, può contribuire alla co-costruzione di una società più inclusiva e in grado di valorizzare tutte le sfumature erotiche di cui si compone. ; In this dissertation I analyse international and national policies and the related Public Health educative practices through which teenage sexual health is constructed and managed in the Emilia-Romagna area and in the wider Italian context. This study starts from an anthropological survey led within a youth centre part of the Italian Health System – named Spazio giovani and located in Bologna - and from an action-research focused on a specific regional project addressed to adolescents and teachers from secondary school named W l'amore. Furthermore, through a comparison with the Netherlands' policies and practices concerning sex education, this study aims to reflect on comprehensive sexuality education in the European context in order to highlight its critical aspects and its potentialities. Topics related to adolescence, education and sexuality in a broader sense are linked to socio-political issues concerning sexual rights and intimate citizenship. If sexuality is a complex and multidimensional component of human experiences since its fluidity is embodied in the interaction among individuals and society, sex education represents a physical and a symbolic space where to define and to share opinions, desires, intentions and identities. Thinking about sexual health and its promotion means to problematize and de-naturalize the ways teenage sexuality is publicly constructed and managed. In this sense, anthropology can help underlining the complexity of social, health and educational services addressed to teenagers and highlighting the purposes of the stakeholders involved in developing and leading sex education programs for teenagers. Aim of this research is to present sex education as a continuous social process that is supposed to promote sexual and relational diversity and that may also contribute to the co-construction of a more inclusive society where all the nuances it is made of can be appreciated and protected.

L'istruzione degli adulti in Italia attraversa una fase di profondo cambiamento, dovuta all'entrata in vigore di una nuova normativa che ne riscrive l'assetto (DPR n. 263/2012), così come alle trasformazioni sociali dovute principalmente alle recenti migrazioni. In particolare in Sicilia, i Centri provinciali per l'istruzione degli adulti (CPIA) sono stati investiti del compito di fornire una prima accoglienza educativa ai molti migranti, in gran parte adolescenti e giovani adulti, che tentano la rotta mediterranea. I CPIA si prestano così a divenire un grande laboratorio educativo, i cui risultati potrebbero essere condivisi anche con gli altri ordini scolastici. Nel presente testo verranno presi in esame tre quesiti, comuni a molteplici contesti educativi, ma che in un CPIA siciliano si pongono con estrema evidenza: come lavorare con un gruppo di studenti estremamente diversi tra di loro? Come superare l'etnocentrismo? Come innalzare il quoziente di cittadinanza? Per raccontare questo settore della pubblica istruzione ancora poco conosciuto, la parte teorica si alternerà ad alcune brevi storie tratte dal quotidiano di una scuola per adulti posta sulla frontiera europea meridionale. ; Triggered by the social transformations, mainly caused by the recent migrations, and as a result of the new legislation (Presidential Decree no. 263/2012) that recently came into force, the role of adult education in Italy is in an enormous change. This is especially the case of the Provincial Centres for Adult Instruction (CPIA) in Sicily, which nowadays are providing an educational reception system to the migrants, mainly teenagers and young adults, who have succeeded in crossing the Mediterranean Sea. In this light, the CPIAs have a great potential to become a major educational workshop centre where their results and best practices could be shared and taken as example and followed by other school sectors. The following text will deal with three questions that are common to many educational settings, but which in particular apply to the Sicilian one, namely: How is one to work with a group of students who vastly differs from one another? How is one to overcome ethnocentrism? How is one to encompass the concept of «citizenship quotient»? In order to highlight this still little known public education system, the theoretical part will turn to some short stories of the daily life in a school for adults, located at the South border of Europe.

The Swedish library system is usually grouped in two main sectors: public libraries and special or research libraries. At present, each county has a regional library which integrates the town library services through interlibrary loans, carries out some activities for children and teenagers, manages services for the handicapped and the blind, runs permanent educational courses and organises conferences and meetings for library staff and council cultural committee heads. The three regional loan centres are hosted in the county libraries of Malmö, Umeå and Stockholm. These centres are charged also with interlibrary loan from research libraries and Swedish libraries abroad. The Stockholm Regional Loan Centre is charged with lending literature published in the languages of Sweden's ethnic minorities. Umeå hosts the repository library for literature with low turnover and for extra copies of books. The National Council for Cultural Affairs is responsible for government investment in the cultural sector and dispenses subsidies amounting to some 6 millions Swedish crowns to the three regional loan centres and the Umeå store library and circa 19 millions to the 24 county libraries (35% of county library activities are financed by government subsidies, the remaining 65% by the county councils) according to data for 1994. The public libraries are linked by a loan chain, which gives them access to the resources of a certain number of library systems in Sweden. This structure was developed to improve co-operation between public and research libraries. The 286 public libraries in the towns form the base of this organisation. Above them, there are the 24 county libraries and finally the three loan centres which also deal with the access to research library materials. Today, each of Sweden's 286 towns has a public library service, with a total of circa 2,000 library units and 46 millions volumes. This system may consist of a main library, small or large branch libraries, "book-buses", libraries in workplaces and hospitals (run in co-operation with the county councils), a home-loan service for those with mobility problems who cannot go to the library, a service for health institutes, the army and kindergartens. The tripartite library, which originated in Germany and is based on three level of density of deposit, is the structure which best characterises the Swedish library system. The most compact section is in the library's stacks; the second section is charged with the lending of library materials, with non-fiction classified and fiction in alphabetical order. The true innovation consists in the third section, the library "market": here the classification system is wholly eschewed and the literature is ordered in broad thematic areas. It is possible to group adult and children literature, fiction and non-fiction, books, serials and audiovisual materials.