Federico Farini
Dados Biográficos
| ID | 167214 |
|---|---|
| NOME | Federico Farini |
| PRENOMES | Federico |
| SOBRENOME | Farini |
| ASSINATURA | FARINI F |
| AFILIAÇÕES | University of Northampton |
| ORCID | 0000-0001-8498-0453 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 8 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Beyond alignment
Classroom interactions are routinely organised around ideals of dialogue, participation, and inclusion. Interactional research, however, has shown that such ideals are not simply implemented in practice but are transformed through sequential organisation, role-based expectations, and institutional accountability. This article examines how rhetorical practices operate within classroom interaction by analysing video-recorded encounters in Italian p…
Web-based groups as autopoietic social systems
Web-based groups can be observed as social systems emerging from computer-mediated communication underpinned by the technological infrastructures of Web 2.0. The usage of social network platforms has been investigated from a wide array of sociological perspectives. Among many others, prominent fields of research concern the practices of presentation of the self, the emergence of social formations, the construction of knowledge, the relationships …
A taxonomy of trust in education
This article discusses a taxonomy of trust in education, against the challenge of a paradoxical relationship between inclusiveness and selectivity of the education system. From the 17th century, the cultural form of “childhood” has appeared in European modernity and its global ramifications. No other social system has been more fascinated by the child’s journey into adulthood than education. The first part of the article discusses the social cons…
Environments
How do childhood and children's rights mean what they mean? Innovating the debate around the social semantics of childhood and children's rights through an interdisciplinary approach
This article discusses children's rights as social semantics, approaching them as a form of self‐description of a paradoxical relationship that has emerged from the late twentieth century within several social systems, a relationship between generational order and children's position as holders of human rights. Charles Taylor's theory on the evolution of the semantics of human value is combined with a wide interdisciplinary array of contributions…
Facilitative practices to promote migrant children’s agency and hybrid integration in schools
This paper discusses the interactional construction of personal trajectories of migrant children with a focus on its implications for the enhancement of children's agency. The discussion is supported by the analysis of three extracts transcripts of audio or video-recorded classroom activities that illustrate the main forms of facilitation of migrant children's agency as authorship of narratives of personal trajectories of migration, also showing …
Between Marginalisation and Agency. Primary School Teachers’ Narratives in London and the Position of Children with Migrant Backgrounds
Based on qualitative interviews with primary school teachers in Greater London, this article explores teachers’ narratives to uncover how children with migrant backgrounds (CMB) are positioned in the contexts of their learning experience. In particular, the article utilises the analytical category of trust to argue that the position of CMB in teachers’ narratives is related to the form of teachers’ trust. When trust is based on categorical inequa…
Children’s Self-determination in the Context of Early Childhood Education and Services
The paradox of citizenship education in early years (and beyond)
In April 2015, the Early Years Inspection Handbook instructed inspectors to make a judgement on the effectiveness of leadership and management to actively promote British values in the settings. This contribution discusses the paradoxical position of fundamental British values within the cultures of education underpinning the curricular framework for early years education in England, the early years foundation stage. The introduction of education…
Inclusion Through Political Participation, Trust from Shared Political Engagement
This contribution presents the results of four researches with young migrants that took place in Italy between 2006 and 2014. The four research projects were concerned with the promotion of young people’s personal narratives to support a phenomenological description of their semantics of social participation. The researches cover a period characterised by economic crisis, the rise and fall of xenophobic political parties and a continuing debate a…
Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents
This article aims to offer both a theoretical contribution and examples of practices of trust building in peace education; the article presents an empirical analysis of videotaped interactions in the context of peace education activities in international groups of adolescents. The analysis regards two international summer camps promoted by the School of Peace of Monte Sole, established in the Province of Bologna, Italy, in the place where in 1944…
Interpreting and Intercultural Mediation in Italian Healthcare Settings
Sociolinguistic studies on dialogue interpretation suggest that the interpreters in healthcare settings play a double role: they interpret and coordinate communication: for this reason, interpreting is considered a form of intercultural mediation. Based on the analysis of 55 tape-recorded conversations in Arabic and Italian in public healthcare services in Italy, this article connects the forms of intercultural communication promoted by the media…
Trust Building in the Promotion of Peace and Intercultural Dialogue among Adolescents in International Summer Camps
This article aims to offer both a theoretical contribution and examples of practices of trust building in peace education. The analysis regards international summer camps established in Italy. Each camp is attended by four delegations of ten adolescents coming from different countries; aiming to promote adolescents’ ability in conflict resolution, peaceful relationships and intercultural dialogue.In analysing interactions, we follow the basic met…
Dialogic mediation in international groups of adolescents
Mediation is the action of a third party that helps two conflicting parties to reach a mutually acceptable settlement. This action implies promoting the parties’ empowerment and new narratives by facilitating their communication. The analysis of dialogue, and in particular of mediators’ dialogic actions in the interaction, is a way to gain an empirical knowledge of mediation. It shows the ways in which dialogue may promote empowerment and new nar…
Cultures of education in action
Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents
This article aims to offer both a theoretical contribution and examples of practices of trust building in peace education; the article presents an empirical analysis of videotaped interactions in the context of peace education activities in international groups of adolescents. The analysis regards two international summer camps promoted by the School of Peace of Monte Sole, established in the Province of Bologna, Italy, in the place where in 1944…
Cultures of education in action
Facilitative practices to promote migrant children’s agency and hybrid integration in schools
This paper discusses the interactional construction of personal trajectories of migrant children with a focus on its implications for the enhancement of children's agency. The discussion is supported by the analysis of three extracts transcripts of audio or video-recorded classroom activities that illustrate the main forms of facilitation of migrant children's agency as authorship of narratives of personal trajectories of migration, also showing …
Interpreting and Intercultural Mediation in Italian Healthcare Settings
Sociolinguistic studies on dialogue interpretation suggest that the interpreters in healthcare settings play a double role: they interpret and coordinate communication: for this reason, interpreting is considered a form of intercultural mediation. Based on the analysis of 55 tape-recorded conversations in Arabic and Italian in public healthcare services in Italy, this article connects the forms of intercultural communication promoted by the media…
Dialogic mediation in international groups of adolescents
Mediation is the action of a third party that helps two conflicting parties to reach a mutually acceptable settlement. This action implies promoting the parties’ empowerment and new narratives by facilitating their communication. The analysis of dialogue, and in particular of mediators’ dialogic actions in the interaction, is a way to gain an empirical knowledge of mediation. It shows the ways in which dialogue may promote empowerment and new nar…
Cultures of education in action
Trust Building in the Promotion of Peace and Intercultural Dialogue among Adolescents in International Summer Camps
This article aims to offer both a theoretical contribution and examples of practices of trust building in peace education. The analysis regards international summer camps established in Italy. Each camp is attended by four delegations of ten adolescents coming from different countries; aiming to promote adolescents’ ability in conflict resolution, peaceful relationships and intercultural dialogue.In analysing interactions, we follow the basic met…
Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents
This article aims to offer both a theoretical contribution and examples of practices of trust building in peace education; the article presents an empirical analysis of videotaped interactions in the context of peace education activities in international groups of adolescents. The analysis regards two international summer camps promoted by the School of Peace of Monte Sole, established in the Province of Bologna, Italy, in the place where in 1944…
Interpreting and Intercultural Mediation in Italian Healthcare Settings
Sociolinguistic studies on dialogue interpretation suggest that the interpreters in healthcare settings play a double role: they interpret and coordinate communication: for this reason, interpreting is considered a form of intercultural mediation. Based on the analysis of 55 tape-recorded conversations in Arabic and Italian in public healthcare services in Italy, this article connects the forms of intercultural communication promoted by the media…
Children’s Self-determination in the Context of Early Childhood Education and Services
The paradox of citizenship education in early years (and beyond)
In April 2015, the Early Years Inspection Handbook instructed inspectors to make a judgement on the effectiveness of leadership and management to actively promote British values in the settings. This contribution discusses the paradoxical position of fundamental British values within the cultures of education underpinning the curricular framework for early years education in England, the early years foundation stage. The introduction of education…
Inclusion Through Political Participation, Trust from Shared Political Engagement
This contribution presents the results of four researches with young migrants that took place in Italy between 2006 and 2014. The four research projects were concerned with the promotion of young people’s personal narratives to support a phenomenological description of their semantics of social participation. The researches cover a period characterised by economic crisis, the rise and fall of xenophobic political parties and a continuing debate a…
Between Marginalisation and Agency. Primary School Teachers’ Narratives in London and the Position of Children with Migrant Backgrounds
Based on qualitative interviews with primary school teachers in Greater London, this article explores teachers’ narratives to uncover how children with migrant backgrounds (CMB) are positioned in the contexts of their learning experience. In particular, the article utilises the analytical category of trust to argue that the position of CMB in teachers’ narratives is related to the form of teachers’ trust. When trust is based on categorical inequa…
Facilitative practices to promote migrant children’s agency and hybrid integration in schools
This paper discusses the interactional construction of personal trajectories of migrant children with a focus on its implications for the enhancement of children's agency. The discussion is supported by the analysis of three extracts transcripts of audio or video-recorded classroom activities that illustrate the main forms of facilitation of migrant children's agency as authorship of narratives of personal trajectories of migration, also showing …
How do childhood and children's rights mean what they mean? Innovating the debate around the social semantics of childhood and children's rights through an interdisciplinary approach
This article discusses children's rights as social semantics, approaching them as a form of self‐description of a paradoxical relationship that has emerged from the late twentieth century within several social systems, a relationship between generational order and children's position as holders of human rights. Charles Taylor's theory on the evolution of the semantics of human value is combined with a wide interdisciplinary array of contributions…
Web-based groups as autopoietic social systems
Web-based groups can be observed as social systems emerging from computer-mediated communication underpinned by the technological infrastructures of Web 2.0. The usage of social network platforms has been investigated from a wide array of sociological perspectives. Among many others, prominent fields of research concern the practices of presentation of the self, the emergence of social formations, the construction of knowledge, the relationships …
A taxonomy of trust in education
This article discusses a taxonomy of trust in education, against the challenge of a paradoxical relationship between inclusiveness and selectivity of the education system. From the 17th century, the cultural form of “childhood” has appeared in European modernity and its global ramifications. No other social system has been more fascinated by the child’s journey into adulthood than education. The first part of the article discusses the social cons…
Environments
Beyond alignment
Classroom interactions are routinely organised around ideals of dialogue, participation, and inclusion. Interactional research, however, has shown that such ideals are not simply implemented in practice but are transformed through sequential organisation, role-based expectations, and institutional accountability. This article examines how rhetorical practices operate within classroom interaction by analysing video-recorded encounters in Italian p…
Sociology (11 obras) · Political science (9 obras) · Psychology (9 obras) · Children's Rights and Participation (8 obras) · Pedagogy (8 obras) · Social science (8 obras) · Narrative (5 obras) · Social Psychology (5 obras) · Context (archaeology (4 obras) · Geography (4 obras)