Fabio Dovigo
Biographic Data
| ID | 6690201 |
|---|---|
| NAME | Fabio Dovigo |
| GIVEN NAMES | Fabio |
| FAMILY NAME | Dovigo |
| SIGNATURE | DOVIGO F |
| AFFILIATIONS | Aarhus University |
| ORCID | 0000-0001-9684-618X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Early childhood educators’ understandings of quality in five countries: Similarities and differences to policy
Early childhood educators work in a highly regulated environment in many countries and are constantly asked to produce and improve quality. Our international study of Australian, Canadian, Danish, Georgian and Italian educators’ work examined their notions of quality and how this was impacted by government policies and documents such as frameworks, standards and curricula. Quantitative data were analysed using cross-tabulation and descriptive sta…
Mapping European Educational Research: Insights from topic modelling of Ecer abstracts
European educational research is heterogeneous. It contains diverse areas of inquiry, types of disciplinary knowledge, methodological approaches, and philosophical foundations. This raises questions about what European educational research is about and where its boundaries lie. On the occasion of the European Educational Research Association’s 30th anniversary, and by use of the data mining technique topic modelling, this paper presents the resul…
Envisioning a new model of network governance for global education
The 2021 UNESCO report Reimagining Our Futures Together presented a compelling case for establishing a new social contract on education that addresses the persistent exclusion of vulnerable individuals and ensures that knowledge and learning contribute to a more sustainable future. Research literature highlights a global trend towards replacing “hard” with “soft” governance in education, whereby legally binding procedures are replaced by advice a…
Contextualised, Not Neoliberalised, Approaches to Families in Five Countries: Quality and Practice
Partnerships with parents in early childhood education and care services are a hallmark of quality education. Educators in Western countries work within a highly regulated environment, where government documents, such as frameworks, standards, and curricula, direct most of their work, time, and energy. Despite this, data from our mixed methods online survey from Australia, Canada, Denmark, Georgia, and Italy revealed a strong resistance to the ho…
Educator identity in a neoliberal context: Recognising and supporting early childhood education and care educators
In most majority countries, early childhood educators’ work occurs in a context increasingly dominated by neoliberal logic. A large body of literature emphasises that neoliberalism flourishes in society by fuelling mutual distrust and competition among people to pursue individual performance and material gain. This system has crept into education systems which were set up with very different philosophies, becoming an intrinsic part of educators’ …
Beyond the vulnerability paradigm: Fostering inter-professional and multi-agency cooperation in refugee education in Italy
Children and families from a refugee background seem to escape the technical view usually adopted by educational and health practitioners, which is based on a mixture of diagnostic tests and special needs policies. This approach struggles to cope with the multiple needs – in terms of health, culture, language, and learning – involved in taking care of refugee children. Even though services multiply their efforts to ensure consultation and support…
Knowledge Management in Locating the Patient in an Emergency Medical Service in Italy
Beyond the vulnerability paradigm: Fostering inter-professional and multi-agency cooperation in refugee education in Italy
Children and families from a refugee background seem to escape the technical view usually adopted by educational and health practitioners, which is based on a mixture of diagnostic tests and special needs policies. This approach struggles to cope with the multiple needs – in terms of health, culture, language, and learning – involved in taking care of refugee children. Even though services multiply their efforts to ensure consultation and support…
Knowledge Management in Locating the Patient in an Emergency Medical Service in Italy
Beyond the vulnerability paradigm: Fostering inter-professional and multi-agency cooperation in refugee education in Italy
Children and families from a refugee background seem to escape the technical view usually adopted by educational and health practitioners, which is based on a mixture of diagnostic tests and special needs policies. This approach struggles to cope with the multiple needs – in terms of health, culture, language, and learning – involved in taking care of refugee children. Even though services multiply their efforts to ensure consultation and support…
Educator identity in a neoliberal context: Recognising and supporting early childhood education and care educators
In most majority countries, early childhood educators’ work occurs in a context increasingly dominated by neoliberal logic. A large body of literature emphasises that neoliberalism flourishes in society by fuelling mutual distrust and competition among people to pursue individual performance and material gain. This system has crept into education systems which were set up with very different philosophies, becoming an intrinsic part of educators’ …
Envisioning a new model of network governance for global education
The 2021 UNESCO report Reimagining Our Futures Together presented a compelling case for establishing a new social contract on education that addresses the persistent exclusion of vulnerable individuals and ensures that knowledge and learning contribute to a more sustainable future. Research literature highlights a global trend towards replacing “hard” with “soft” governance in education, whereby legally binding procedures are replaced by advice a…
Contextualised, Not Neoliberalised, Approaches to Families in Five Countries: Quality and Practice
Partnerships with parents in early childhood education and care services are a hallmark of quality education. Educators in Western countries work within a highly regulated environment, where government documents, such as frameworks, standards, and curricula, direct most of their work, time, and energy. Despite this, data from our mixed methods online survey from Australia, Canada, Denmark, Georgia, and Italy revealed a strong resistance to the ho…
Mapping European Educational Research: Insights from topic modelling of Ecer abstracts
European educational research is heterogeneous. It contains diverse areas of inquiry, types of disciplinary knowledge, methodological approaches, and philosophical foundations. This raises questions about what European educational research is about and where its boundaries lie. On the occasion of the European Educational Research Association’s 30th anniversary, and by use of the data mining technique topic modelling, this paper presents the resul…
Early childhood educators’ understandings of quality in five countries: Similarities and differences to policy
Early childhood educators work in a highly regulated environment in many countries and are constantly asked to produce and improve quality. Our international study of Australian, Canadian, Danish, Georgian and Italian educators’ work examined their notions of quality and how this was impacted by government policies and documents such as frameworks, standards and curricula. Quantitative data were analysed using cross-tabulation and descriptive sta…
Sociology (7 works) · Pedagogy (5 works) · Psychology (5 works) · Computer Science (3 works) · Early Childhood Education and Development (3 works) · Political science (3 works) · Public relations (3 works) · Social science (3 works) · Business (2 works) · Children's Rights and Participation (2 works)