The work of immigrant women, between caregiving and exploitation: nannies, housekeepers and care workers

La questione della cura familiare ha da sempre trovato i suoi “naturali” custodi nel genere femminile, “portato” ad accudire i soggetti fragili della famiglia, ad occuparsi in modo gratuito e “per propensione” di questo ambito. Nel sistema italiano, però, qualcosa non funziona più. Le trasformazioni familiari richiedono nuovi spazi e tempi di cura che spesso vengono delegati a donne immigrate: tate, colf e badanti. Un fenomeno in continua crescita che porta con sé luci e ombre. Tra welfare inefficaci e traiettorie migratorie, si generano occasioni e scelte forzate, interdipendenze e lontananze, spazi di benessere e di disuguaglianze su cui occorre interrogarsi e agire. Interrogativi forti per una pedagogia che non può fare a meno di intervenire negli odierni sistemi complessi.Family care has always had the “natural” depositary in the female gender, “inclined” to care for the most fragile family members, looking after this context, free of charge “by disposition”. However, there is something not working anymore inside the Italian system. Family transformations need new spaces and time for caregiving, these are often devolved to immigrant women: nannies, housekeepers, and care workers. This constantly growing phenomenon carries lights and shadows with it. Opportunities and forced choices, interdependencies, and absences, spaces of well-being and inequalities, on which we need to ponder and act, originate in ineffective welfare systems and migrations. Strong questions for a pedagogy that cannot avoid intervention in the present complex systems

Il lavoro delle donne immigrate, tra cura e sfruttamento: tate, colf e badanti

Family care has always had the “natural” depositary in the female gender, “inclined” to care the most fragile family members, looking after this context, freeof charge “by disposition”. However, there is something not working anymore insidethe Italian system. Family transformations need new spaces and time forcaregiving, these are often devolved to immigrant women: nannies, housekeepersand care workers. This constantly growing phenomenon carries lights and shadowswith it. Opportunities and forced choices, interdependencies and absences,spaces of well-being and inequalities, on which we need to ponder and act, originate in ineffective welfare systems and migrations. Strong questions for a pedagogy that cannot avoid intervention in the present complex systems.La questione della cura familiare ha da sempre trovato i suoi “naturali” custodi nelgenere femminile, “portato” ad accudire i soggetti fragili della famiglia, ad occuparsi in modo gratuito e “per propensione” di questo ambito. Nel sistema italiano, però, qualcosa non funziona più. Le trasformazioni familiari richiedono nuovi spazi e tempi di cura che spesso vengono delegati a donne immigrate: tate, colf e badanti.Un fenomeno in continua crescita che porta con sé luci e ombre. Tra welfare inefficaci e traiettorie migratorie, si generano occasioni e scelte forzate, interdipendenze e lontananze, spazi di benessere e di disuguaglianze su cui occorre interrogarsi e agire.Interrogativi forti per una pedagogia che non può fare a meno di intervenire negliodierni sistemi complessi

Visual TICASS2: The colours of the intercultural dialogue–primary schools (Kenyan experience)

This section of the book presents some of the best practices in the fields of visual languages and art education developed in the TICASS project. All partners involved wrote technical entries describing the activities conducted in interdisciplinary ways. The aim is to outline the implementation of the programme, stressing the proposals, objectives set, targeted recipients, and evaluations. The following practices are completed with photographic documentation to characterise some meaningful steps of the experiences carried out during the research

An Autoethnographic Approach to Faculty Development Through a Longitudinal Analysis of a Co-taught Workshop

The present contribution explores howa co-taughtworkshop, designed and delivered in the last two academic years within two curricular disciplines of the third year of the degree course in Science of Education at University of Macerata (Italy), took advantage of autoethnography as a reflective method to enrich the interdisciplinary relationship between the two professors involved and their mutual growth in terms of instructional design and teaching practices. The exploration of Self as a data source allowed both researchers (in their teaching role) to reflect on core areas of faculty development in connection with the specific co-teaching style they adopted. Autoethnography allowed all the involved actors (students and professors) to visualize a transformative direction in their academic identity and professional growth. The discussion of the results is based on a content analysis of different data sources where all the data were triangulated in a double connotation, that is, between professors and among the different sources in an iterative process

Inclusion through participation: approaches, strategies and methods

n.b. This paper is the result of joint research of the authors. Livia Cadei (Catholic University of Brescia), edited the paragraph 1, 2 and 3; Rosita Deluigi (University of Macerata, Italy), edited the paragraph 4, 5, 6 and 7

Visual Art, a Pedagogical Tool of Plural Knowledge between Creative Productions and Community Ties: a Theoretical-Practical Research Between Italy and Kenya

Educational places are changed into meaningful spaces where it is possible to unleash creativity and discover plural perspectives when visual art becomes a pedagogical tool, which activates cooperative dynamics, co-building knowledge, and relational skills. This hypothesis was verified as a part of the European project «TICASS» – Technologies of Imaging in Communication, Art and Social Sciences (2017-2021) –, carried out between Europe and Africa. Starting from the reference framework, various interpretations of visual languages and ways of perception of individuals belonging to different socio-cultural contexts were investigated (Lester, 2010). This contribution introduces paths and outcomes of the research action interventions, carried out by a psycho-pedagogical research team in kindergartens and primary schools since 2018, involving over 100 children aged 3 to 5 in Italy and over 300 children aged 8 to 12 in Kenya (Deluigi, 2019; Deluigi, Machova & Stara, 2021). Methodology: The collection of qualitative data took place through participatory observation, supervision of the workshops, and the ongoing critical reflection of the research group. This analysis deals with the use of the image as a stimulus carefully researched and introduced through silent books (Zizioli, 2017) with a less structured input to leave room for a creative process. Thus, children become producers of images and imaginaries drawn from their very personal creativity (Malaguzzi, 1998). Results/Conclusions: The results of the workshops carried out can motivate educators, teachers, and pedagogues to design interactive experiences among peers (including adults), through the use of creative languages as mediators of community learning processes in an intercultural and transcultural framework (Cooper & Sjostrom, 2006)

L’invecchiamento, il lavoro di cura migrante e la questione degli «orfani bianchi»: legami e dinamiche familiari in transito

L’articolo intende affrontare il fenomeno dell’invecchiamento e del lavoro di cura ad esso correlato, con particolare attenzione alle modalità di sostegno alla domiciliarità in Italia, contesto in cui è molto diffusa la badanza. A fronte di una grande richiesta di supporto per le persone anziane, si osserva un flusso migratorio proveniente dall’Est Europa che, determinando maggior inclusione per le famiglie italiane, crea disuguaglianze nel contesto di partenza. In tal senso, si prenderà in analisi la questione degli «orfani bianchi», figli delle donne migrate per motivi lavorativi, rilevando gli aspetti più problematici e descrivendo alcune delle risposte educative messe in atto congiuntamente da Italia e Romania