https://rivistadistoriadelleducazione.it/index.php/rse/issue/feedRivista di Storia dell’Educazione2024-01-23T09:03:21+00:00Pietro Causaranopietro.causarano@unifi.itOpen Journal Systems<p><strong><img src="https://rivistadistoriadelleducazione.it/public/site/images/piernoalessandro/screenshot-2023-12-06-alle-14.53.56.png" alt="" width="1440" height="487" /></strong></p> <h2 class="entry-title text-secondary fw-800 pb-3">Literature, visual culture and childhood: historical itineraries and hermeneutic perspectives</h2> <p>Call for Papers: <span class="text-uppercase">DEADLINE</span> <strong class="date">29 Feb 2024 <br /></strong>Edited by <em>Chiara LEPRI</em>, <em>Juri MEDA</em> & <em>Martino NEGRI</em></p> <p>Images have always been linked to stories, long before these began to be printed in books embellished — with the evolution of printing methods processes — with colourful illustrations and rich in details. Initially — for technical and economic reasons — the images reproduced within the books were few and were woodcuts and engravings that were simple in structure and crude in sign, printed in black and white. Later, thanks to the introduction of chromolithographic printing in the second half of the 19<span class="s1">th </span>century, images began to be published in bright colours and in larger formats, ideal for captivating readers, invited to the pleasures of lingering, immersion and rapture... <a href="https://journals.fupress.net/call-for-paper/literature-visual-culture-childhood/"><strong>read more</strong></a></p> <hr /> <p><strong>Journal of History of Education <em>RSE </em></strong><em> </em>is an international, peer-reviewed and open-access <em>journal</em> focused on the global significance and impact of <em>history of education</em>. It covers all the theoretical and practical aspects of the <em>history of education,</em> as well as scholarship and applied research. It is the official journal of CIRSE (Italian Center for History of Education), the field’s leading scientific society in Italy, and has been published since 2014 (since 1982 with another title). The journal is biannual and publishes both special and miscellaneous issues. It encourages submissions from a range of intersecting sub-fields in intellectual, social, political, economic, and cultural history including (but not limited to): sociology of knowledge, history of childhood and youth, public and urban history, cultural and comparative history, history of ideas, history of emotions.</p>https://rivistadistoriadelleducazione.it/index.php/rse/article/view/14661Educational cooperation and educational community. Ulisse Adorni’s experience between school and youth policies2024-01-23T09:03:13+00:00Simona Finettisimona.finetti@unipr.it<p class="p1"><span class="s1">Ulisse Adorni (1942-1991) dedicated his life to young people, first as an elementary school teacher, then as councilor for youth policies in the town of Parma. Inspired by don Lorenzo Milani, Célestin Freinet and Jacques Maritain, deeply catholic, in touch with the educational cooperation movement and with Franco Basaglia, he left a pedagogical legacy that deserves to be rediscovered for the relevance of his intuitions. Traits of libertarian pedagogy and integral humanism merge in Adorni’s proposal. Based on the analysis of material from the Lottici-Adorni family private archive and on some interviews, the article introduces some distinctive features of Ulisse Adorni’s progressive school, including playful imprinting, inclusive teaching, openness to local areas and cooperative community building. Moreover, the teacher’s position on school evaluation, the singular nature of some innovative school texts edited by Adorni for Marietti publisher and the main proposals for young people developed during his councillorship are also addressed.</span></p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Simona Finettihttps://rivistadistoriadelleducazione.it/index.php/rse/article/view/14412“The Office for the study, the promotion and the application of the Montessori Method” (1920): Milan and the Humanitarian Society as a propulsive centre of Montessori pedagogy2024-01-23T09:03:21+00:00Irene Pozziirene.pozzi4@unibo.it<p class="p1">“The Office for the study, the promotion and the application of the Montessori Method” was an international pedagogical institute founded in Milan in 1920 and it could be considered as the final result of the long-time collaboration between Maria Montessori and the Humanitarian Society of Milan. Thanks to the study of the correspondence between Montessori and Augusto Osimo, General Secretary of the Humanitarian Society, the author reconstructed the conditions and the projects that led to the birth of the Office, which unfortunately stopped his activity due to the premature death of Osimo. Examining the very significant letters preserved in the Historical Archive of the Humanitarian Society, it is possible to trace some research lines of Montessori that will be explored by her in the 1930s, in particular the education of adolescence: Montessori, in fact, thinks of Milan and of the Humanitarian Society to develop her method for secondary school. Furthermore, the analysis of the fruitful dialogue between Montessori and Osimo on teacher training allows us to shed new light on their partnership, providing us with an important interpretative key.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 irene pozzihttps://rivistadistoriadelleducazione.it/index.php/rse/article/view/14607The prejudice and the virtue. The re-education of the antisocial child in the pages of the “Rivista di Pedagogia Correttiva” (1907-1915)2024-01-23T09:03:16+00:00Gianluca Giacherygianluca.giachery@unito.it<p class="p1">In the European pedagogical culture, between the end of the Nineteenth century and the first decade of the Twentieth century, particular attention is paid to a category of children and adolescents who are called “corrigendi”. They are poor children, almost always from large families and deprived, left to their own and in a daily idleness. Medical Doctors, pedagogists, jurists and criminal anthropologists – in the wake of the pioneering works of Pinel, Itard and Séguin – agree on the need for the education of these children, who must be “corrected” in character and moral action. Since the Twenties of the Twentieth century, this category, further defined, described and identified, will be replaced by the other, more extensive but also more intrusive, of “antisocial and deviant boys”. In this perspective, the material contained in the “Rivista di Pedagogia Correttiva”, directed by Mario Carrara and Camillo Tovo, published between 1907 and 1915, allows to identify the genealogy of this process in the attention given by pedagogists, medical doctors and jurists on the need to “correct” any kind of deviant manifestation of the child and adolescent. This is the pivot of a reflection that has, since the second half of the Twentieth century, a specific place in the concepts and practices of “rehabilitation” and “occupational therapy”.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Gianluca Giacheryhttps://rivistadistoriadelleducazione.it/index.php/rse/article/view/15240History teaching in Russia and Ukraine: the revision of school textbooks in a comparative perspective (1991-2014)2024-01-23T09:03:00+00:00Dorena Carolidorena.caroli@unibo.it<p class="p1">This article aims at presenting some relevant aspects of the heated historiographical debate on the evolution of the teaching of history and on the revision of textbooks performed in post-Soviet Russia and Ukraine. The introduction will describe the beginning of the renewal process of history teaching undertaken in the years preceding the fall of the communist regime (December 1991). The first part and the second one will analyse the main features of the textbooks revision process in the two countries, Russia and Ukraine, after 1991, focusing on the most popular textbooks and interpretation changes in the textbooks published after 2000. The Russian invasion of Ukraine was the culmination of a process of geopolitical instrumentalization of history that led to the separation of the history shared between the two countries.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Dorena Carolihttps://rivistadistoriadelleducazione.it/index.php/rse/article/view/14436East Harlem, from Frontier Neighborhood to Urban School Center of the 1940s. An Overview of Leonard Covello’s Work2024-01-23T09:03:18+00:00Carmen Petruzzicarmen.petruzzi@unifg.it<p class="p1">The research starts from the urban and domestic dimension for a historical-anthropological reading of the neighborhood that led the inhabitants of the largest Italo-American community in the United States to collaborate in a collective project of social uplift and rethinking of educational paths in an intercultural, intergenerational and progressive key.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Carmen Petruzzihttps://rivistadistoriadelleducazione.it/index.php/rse/article/view/14787Job training schools at the Giornata della Tecnica: a contribution for a history of professional education in the years of fascism2024-01-23T09:03:11+00:00Chiara Martinellichiara.martinelli@unifi.it<p class="p1">A scant literature is devoted to analyse the evolution of vocational education in Italy during Fascism. The article aims at addressing (even partially) to the issue using a particular kind of sources: the publication the Provincial Scholastic Deputy had to write in 1941 for celebrating the “Giornata della Tecnica” (Day for the promotion of Technical Culture), introduced by Fascism in 1940 for prompting enrolment in technical institutes and, almost of all, in the so-called <em>scuole d’avviamento professionale </em>(job training schools)<em>. </em>Reformed since 1929, the <em>scuole d’avviamento professionale</em> were a three-year post-elementary course whose enrolments highly expanded during 1930s. Scholastic reform planned in 1939 – the so-called “Carta della Scuola” – aimed at abolishing this school. At its place, were planned two kinds of vocational schools, the <em>scuola professionale</em> (vocational school) and the <em>scuola artigiana</em> (craft school): both of them would have granted to their pupils less possibilities to change their social status than the <em>scuola d’avviamento</em> did. Publications analysed show a twofold attitude towards these institutes: some headmasters presented them as a way for pupils to achieve higher level of education; however, scholastic officer regarded them as a “diverted” school, which encouraged pupils to flee from their social and territorial environment.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Chiara Martinellihttps://rivistadistoriadelleducazione.it/index.php/rse/article/view/14892Environmental history in the school textbooks of technical institutes2024-01-23T09:03:08+00:00Domenico Francesco Antonio Eliadomenico.elia@uniba.it<p class="p1"><span class="s1">The author analyses the adoption of history textbooks in grades 11-13 of Italian Technical Institutes during the school year 2022/2023, considering national and international secondary literature. The paper aims to evaluate the extent to which history textbooks cover topics of environmental history by investigating a sample of textbooks widely adopted in these schools. On the basis of the results, the author highlights issues regarding updating textbooks to current academic research. In addition, he formulates proposals to increase the presence of environmental history and enhance the connections between individuals, societies and the Earth following a planetary education (Morin 2016).</span></p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Domenico Francesco Antonio Eliahttps://rivistadistoriadelleducazione.it/index.php/rse/article/view/15068Authority and freedom in the thought of Lamberto Borghi2024-01-23T09:03:06+00:00Massimo Baldaccimassimo.baldacci@uniurb.it<p>This paper examines Lamberto Borghi's book <em>Education and Authority in Modern Italy</em>. In the first part, we describe the historical period in which this work was published. In the second part, we analyze its central theses. In the third part, we discuss the present significance of this work.</p>2023-12-31T00:00:00+00:00Copyright (c) 2023 Massimo Baldaccihttps://rivistadistoriadelleducazione.it/index.php/rse/article/view/15539Fulvio De Giorgi, Il Metodo Italiano dell’educazione contemporanea. Rosmini, Bosco, Montessori, Milani, Brescia, Scholé, 20232023-12-18T08:08:43+00:00Franco Cambicambi.franco40@gmail.com2023-12-31T00:00:00+00:00Copyright (c) 2023 Franco Cambihttps://rivistadistoriadelleducazione.it/index.php/rse/article/view/15538Carmela Covato, L’itinerario pedagogico del marxismo italiano. Nuova edizione, Roma, Edizioni Conoscenza, 20222023-12-18T08:07:02+00:00Franco Cambicambi.franco40@gmail.com2023-12-31T00:00:00+00:00Copyright (c) 2023 Franco Cambihttps://rivistadistoriadelleducazione.it/index.php/rse/article/view/15144Roberto Sani, Unum ovile et unus pastor. La Compagnia di Gesù e l’esperienza missionaria di padre Matteo Ricci in Cina tra reformatio Ecclesiae e inculturazione del Vangelo, Venezia, Marcianum Press–Studium, 20232023-09-14T10:34:07+00:00Carmen Betticarmen.betti@unifi.it2023-12-31T00:00:00+00:00Copyright (c) 2023 Carmen Betti