volume XXVI

L’emancipazione dalle disuguaglianze: il contributo della digital literacy

2024, issue 2 XXVI, volume XXVI /

Author: Elvira Martini Abstract Reducing inequalities is a decisive pathway to full participation in contemporary society and, given the changing nature of digital contexts, the reduction of digital inequalities takes the form of a process of continuous education. This contribution – starting from a reflection on the transformative potential carried out by digital innovation – […]

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La centralità dell’educazione nell’Agenda 2030: giustizia sociale e sostenibilità

2024, issue 2 XXVI, volume XXVI /

Author: Francesca Cubeddu Abstract The article, in the first part, aims to analyse the centrality of educational processes within the 2030 Agenda from a general view of sociocultural changes through the lens of so-called critical education (some precursors will be recalled). In the second part, on the other hand, through the analysis of some documents

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Critical Education Between Social Justice and Dialogic Cultural Action

2024, issue 2 XXVI, volume XXVI /

Author: Lucia Picarella Abstract Education considered as a critical social practice and as a tool for the formation of active citizenship can play a fundamental role because it is most probably the only area that has a real capacity to influence actual social realities. This paper intertwines the paths and teachings of three personalities who

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