Description
European Sociological Association Mid-term Conference, University of the Highlands and Islands, Inverness, 14 JulyPeriod | 14 Jul 2022 |
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Held at | University of the Highlands and Islands, United Kingdom |
Degree of Recognition | International |
Documents & Links
- Farini_Scollan_2022_Innovating_the_concept_of_trust_to_research_the_positioning_of_Children_with_Migrant_Background_in_education
File: application/pdf, 2.63 MB
Type: Text
Related content
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Press/Media
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Radio presentation of Child-UP research
Press/Media
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Activities
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Observing Inclusion, examples from Reggio Emilia
Activity: Academic Talks or Presentations › Keynote › Research
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The outcomes of an international Research Project. Horizon2020 Child-UP international conference. University of Modena and Reggio Emilia, 27 May
Activity: Academic Talks or Presentations › Invited talk › Research
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Utilizzare l’ambiente come strumento educativo implicazioni e critica di un concetto pedagogico
Activity: Academic Talks or Presentations › Keynote › Research
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Horizon2020 Child-UP final Conference & final Partnership Meeting
Activity: Organising a conference or workshop › Research
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The discourses on children’s right of self-determination. Early Childhood Education and the positioning of children as agents in their own (and adults') learning
Activity: Academic Talks or Presentations › Invited talk › Research
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The Key Ingredient: Trust Building for Sustainable Peace Education
Activity: Academic Talks or Presentations › Invited talk › Research
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Observation as dialogue, observation of dialogue
Activity: Academic Talks or Presentations › Invited talk › Research
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Intergenerational Solidarity, Agency, Trust In Primary School Children's Narratives During the Covid-19 Pandemic In London.
Activity: Academic Talks or Presentations › Conference Presentation › Research
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Identities in the making: small stories as a window into the formation of identity.
Activity: Academic Talks or Presentations › Invited talk › Research
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Research Outputs
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The SHARMED project: the promotion of dialogic intercultural learning in the classroom
Research output: Contribution to Book/Report › Chapter › peer-review
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This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions
Research output: Contribution to Journal › Article › peer-review
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The role of trust in the positioning of Children with Migrant Backgrounds. Reflections on Teachers’ narratives from London primary schools.
Research output: Contribution to Journal › Article › peer-review
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It takes a village to enable participation and integration: Examining the meaning of social relationships from different perspectives
Research output: Contribution to Book/Report › Chapter › peer-review
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Pedagogical leadership in Italian Early Childhood Education settings: Managing conflicts while facilitating participative decision-making
Research output: Contribution to Book/Report › Chapter › peer-review
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Promoting Children's Rights in European Schools: Intercultural Dialogue and Facilitative Pedagogy
Research output: Book/Report › Book › peer-review
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The importance of power sharing and child voice: Trust building for sustainable peace education
Research output: Contribution to Book/Report › Chapter › peer-review
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The cohesion of schools as communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of children in England and Italy
Research output: Contribution to Journal › Article › peer-review
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Pedagogical Innovation for Children's Agency in the Classroom: Building Knowledge Together
Research output: Book/Report › Book › peer-review
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The rise of the discourse on children’s right of self-determination. The case study of Early Childhood Education and its construction of children as agents in education
Research output: Contribution to Journal › Article › peer-review
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Between Marginalisation and Agency. Primary School Teachers’ Narratives in London and the Position of Children with Migrant Backgrounds
Research output: Contribution to Journal › Article › peer-review
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Facilitative practices to promote migrant children’s agency and hybrid integration in schools. Discussing data from Italy, Poland and England.
Research output: Contribution to Journal › Article › peer-review
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Datasets
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Projects
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Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation
Project: Research › European