The abstracts are published in English for the workshops that will be in English and in Italian for the workshops that will be in Italian
Mark Baildon
Associate Professor and Deputy Head Humanities and Social Studies Education at the National Institute of Education in Singapore, his main research interests include inquiry-based social studies education, social studies education in global contexts, and 21st century skills. He has taught social studies in secondary schools in the United States, Israel, Singapore, Saudi Arabia, and Taiwan. With James Damico, he wrote Social Studies as New Literacies in a Global Society: Relational Cosmopolitanism in the Classroom (Routledge, 2011) and created the Critical Web Reader, an online set of tools that guide students to carefully and critically read any source of information on the Internet.
He will lead the workshop: Geographies of Online Spaces and Intercultural Citizenshi with Li-Ching Ho
Paolo Ernesto Balboni
Italian linguist, University professor, language teaching scholar, he is author of important essays on the teaching of foreign languages and Italian language manuals. He is currently Director of the ITALS Center and Director of the University Language Centre at the Ca'Foscari University in Venice.
He will lead the workshop: Strumenti interculturali nella rete - due esempi: il dizionario dei gesti degli italiani e il progetto "paroleinviaggio" with Fabio Caon
Abstract:
La rete rappresenta un “luogo” estremamente motivante per molti studenti in quanto coinvolge abilità e saperi di diversa natura, favorisce un’interazione più autentica e permette una co-costruzione di conoscenze, aspetti fondamentali per lo sviluppo di competenze interculturali.
L’intervento mira a dare conto di tali potenzialità motivazionali attraverso la presentazione dei due progetti che attraverso linguaggi e codici transculturali (i gesti e la musica) hanno permesso di realizzare dal 2010 interessanti iniziative on-line e in presenza.:
a. “Dizionario dei gesti degli italiani in una prospettiva interculturale” è uno strumento al servizio degli studenti di italiano nel mondo, ma è servito anche a creare una comunità di pratica tra gli insegnanti, che hanno cominciato ad arricchire il dizionario con le loro osservazioni;
b. “Parole in viaggio” è stato scelto dal Ministero degli Esteri come strumento per il premio internazionale di scrittura creativa tra gli studenti delle scuole italiane nel mondo, ma è poi diventato uno strumento per tutti gli studenti e i docenti di italiano ed ha portato ad un volume di avviamento alla letteratura e a delle lezioni concerto.
In entrambi i casi, come in molti altri progetti del Laboratorio di Comunicazione Interculturale e del Laboratorio di Italiano come Lingua Straniera (Comin e Itals) dell'Università di Venezia (www.unive.it/centrodidatticalingue) , la rete è stata l'ambiente naturale per molti progetti internazionali e interculturali.
Bachisio Bandinu
He graduated in Literature and Philosophy at the University of Cagliari, earned degrees in Journalism and Radio-Television at the Scuola Superiore delle Comunicazioni Sociali, Catholic University of Milan. He cooperated with Corriere della Sera and was director of L'Unione Sarda. Among the publications: Il re è un feticcio con Gaspare Barbiellini Amidei, Rizzoli 1976, Costa Smeralda, Rizzoli 1980; Recenti trasformazioni dell’identità sarda, in L’età contemporanea Vol .IV , jaca Book 89; Narciso in vacanza AM&D 1994, Lettera a un giovane sardo, Della Torre 1996; I sogni dei pastori, AM&D 1998; Identità, Cultura, Scuola, con Cherchi e Pinna, Domus de Janas 2003, Il Pastoralismo in Sardegna, Zonza 2004; La maschera, la donna, lo specchio, Spirali Mi 2006; Raffaello Sanzio, Spirali Mi 2007; Il quinto moro, con S. Cubeddu, Domus de Janas 2008. Pro s’indipendentzia, Il Maestrale 2010.
He will lead the workshop: Identità sarda ed esperienze all’estero
Abstract:
Vivendo in un'altra realtà culturale, c’è l'esperienza sensoriale della parola nella sua espressione corporea, di parola incarnata nella fonetica, nell'espressione mimica e gestuale del corpo. E’ da questo contatto che nascono bisogni e interessi che si collegano in vario modo con la realtà per cui il nuovo ambiente si fa teatro di esperienza, modo di essere diversamente nel mondo. E’ l’abitare un luogo dove si formano i linguaggi cinesici, prossemici, verbali, sociali, simbolici. Dentro questo universo si stabilisce la relazione con gli altri e con l’habitat dove le cose si elaborano e si interiorizzano, anche in riferimento allo sguardo, all'ascolto, al tatto, all’odorato e al gusto.
David Buckingham
He is a Professor of Media and Communications in the School of Social Sciences at Loughborough University.
Prior to joining Loughborough in 2012, he was Professor of Education at the Institute of Education, London University, where he directed the Centre for the Study of Children, Youth and Media. His research focuses on children’s and young people’s interactions with electronic media, and on media education. He is currently directing a project on learning progression in media education; and has recently completed projects on childhood, ‘sexualisation’ and consumer culture, and on young people, the internet and civic participation. He recently led an independent assessment for the UK government on ‘the impact of the commercial world on children’s wellbeing’. David is the author, co-author or editor of 25 books, including most recently Beyond Technology (2007), Youth, Identity and Digital Media (2008), Video Cultures: Media Technology and Amateur Creativity (2009) and The Material Child: Growing Up in Consumer Culture (2011).
Key note speaker: Beyond the Binaries: Learning, Identity and the ‘Digital Generation’
Abstract:
Young people today are frequently characterized as a ‘digital generation’ – a generation that is learning and forming identity in new ways as a result of the impact of new media technologies. For some, this is cause for a gloomy pessimism about the superficiality and lack of authenticity of modern life; while for others, it prompts a celebration of the apparently empowering possibilities of new media. This presentation will challenge the technological determinism of these kinds of assertions, and argue for a more socially, historically and culturally grounded analysis of learning and identity formation in ‘late modern’ societies. Following a broad overview of current debates and research about young people’s relationships with digital media, the presentation will briefly draw on two empirical research projects that have addressed the changing nature of learning with new media. The first of these was concerned with the creative uses of visual media by migrant children; the second with the potential role of the internet in promoting civic participation among young people. It will be argued that understanding the nature of learning in these new digital environments requires us to move beyond a simple dichotomy between ‘online’ and ‘offline’ experiences; and that a pedagogy for the ‘digital age’ will positively require a more critical approach to the use of media in education.
Fabio Caon
Professor of "Intercultural Communication and Literature Teaching" at the University Ca'Foscari in Venice. He directs the Comint Laboratory (Intercultural Communication) in the same University and is a teachers' trainer in Italy and abroad on themes of Italian L2 and intercultural education in school. On these topics he published the following books: "Between languages and cultures. Intercultural education language education"(Pearson-B. Mondadori),"Linguistic education and differentiation: Managing excellence and difficulties"(UTET University). He is the author of "Gestures Dictionary of the Italians. An intercultural perspective"(Guerra Edizioni).
He will lead the workshop: Strumenti interculturali nella rete - due esempi: il dizionario dei gesti degli italiani e il progetto "paroleinviaggio" with Paolo Ernesto Balboni
Antonio Casilli
Associate professor of Digital Humanities at the Paris Institute of Technology (ParisTech) and researcher in sociology at the Edgar Morin Centre, School for Advanced Studies in Social Sciences (EHESS, Paris). Among his publications, Les liaisons Numériques (Ed. du Seuil, 2010); Stop Bullying (DeriveApprodi, 2000), La fabbrica libertina (Manifesto Libri, 2000). He has also edited special issues of the journals Communications ("Cultures du numérique", n. 88, 2011) and Esprit ("Le corps du numérique à l'Epreuve", n. 343, 2009). Since 2009 he coordinates several international research projects on social networks and privacy on the Web. His research interests are mainly digital communication, body and health. After founding the blog Bodyspacesociety.eu, from 2011 he is a regular guest on Radio France Culture.
He will lead the workshop: Relazioni sociali e culture digitali
Abstract:
Essere 'presenti' on line significa, nel contesto dell'Internet attuale, sviluppare un complesso di strategie culturali che permettano di mettere in scena il corpo, l'identità e la socialità degli utilizzatori di technologie dell'informazione e della comunicazione. Dal più semplice 'smiley' agli avatar 3D più sofisticati – per non parlare della profusione di foto, testi e descrizioni nei social media – il posizionamento individuale di ciascun utente si articola progressivamente verso strutture collettive sempre più complesse. La 'presentazione di sé' diventa allora una maniera di gestire e accrescere il capitale sociale degli cittadini della Rete. Tali nozioni, sviluppate dalle scienze sociali nel corso degli ultimi decenni, permettono di inquadrare da un punto di vista teorico i comportamenti sul Web di individui iscritti in networks di relazioni sociali al tempo stesso locali e globali. E permettono altresì di comprendere come la strutturazione della presenza on line non costituisce solamente, per riprendere la celebre formula di Michel Foucault, una 'tecnologia del sé' – ma una vera e propria tecnologia del noi.
Ida Castiglioni
Founder and co-director of IDRInstitute-Intercultural Development Institute (Europe and USA). She is a researcher and a professor of sociology of cultural and communicative processes in the Department of Sociology and Social Research at the University of Milan-Bicocca. She has been a consultant on issues of intercultural relations for many Italian and international companies, she is active in teaching for non-profit agencies. She has worked in the design of intercultural themes of EU international exchange projects, gender issues and relations with minorities. She worked for many years on the corporeal dimension of cultural experience, sharing it through seminars. She is author of articles and two texts in Italian.
She will lead the workshop: L'incorporamento dell'esperienza interculturale
Abstract:
L’esperienza della cultura è incorporata, a prescindere da quale sia la condizione del nostro corpo. Gli essere umani, non avendo un sistema percettivo specializzato possono vivere in qualsiasi ambiente, al contrario degli animali liberi che vivono quasi esclusivamente in un ambiente. Gli individui quindi costruiscono il mondo in cui vivono, creano una cultura. Organizzano le relazioni sociali tra esseri umani e tra essi e la natura attraverso un processo che è ancora primariamente fisico. Il significato attribuito a questi processi è condiviso dalle persone che organizzano le percezioni in maniera simile che tendono a creare gruppi di identità, e quindi gruppi culturali. Ecco perché gli individui viaggiano per esperire un’altra cultura, per farne esperienza sul corpo. Il seminario esplorerà come l’interazione con la tecnologia sta potenzialmente cambiando l’esperienza che facciamo durante un viaggio e più specificatamente durante uno scambio con un obiettivo di apprendimento interculturale. Gli interventi a supporto di questo tipo di apprendimento stanno considerando ancora troppo poco l’impatto del tempo e della traslazione spaziale offerta dai social network e da altre opportunità mediatiche che erodono il tempo fisico dell’interazione e della riflessione individuale. Attraverso la presentazione di dati, la discussione con i partecipanti e alcuni esercizi sensoriali, il seminario intende aprire un dialogo sulla possibilità 1) di usare intenzionalmente questa condizione di “dentro e fuori” dalla realtà virtuale a quella fisica per lavorare sulla capacità parallela di “cultural shifting”; 2) di includere approcci a supporto dell’apprendimento interculturale che coinvolgano maggiormente la consapevolezza corporea e “l’esperienza di sé all’interno di un contesto culturale”
Carla Chamberlin-Quinlisk
She is an Associate Professor of Applied Linguistics and Communication Arts and Sciences at The Pennsylvania State University, Abington College where she teaches courses in Language, Culture, and Communication and Teaching English as a Second Language. Carla co-founded the Center for Intercultural Leadership and Communication at Penn State Abington through which she works with community organizations and local school districts to support programs for language learners and their teachers. Her studies on intercultural interactions in multilingual communities, nonverbal communication, and media literacy in teaching English as a second language have been published in journals including TESOL Quarterly, Communication Education, TESOL Journal, Intercultural Education, Communication Teacher, and Canada TESL. Her current research and teaching interests focus on developing critical media awareness in language teaching and learning contexts.
She will lead the workshop: Learning about culture: the web as an obstacle (with opportunities)
Abstract:
Intercultural educators are aware of the potential of on-line activities that allow students to collaborate with their peers across the globe, to create international communities, and to build intercultural relationships based on shared stories and experiences. Educators are also aware of the challenges of on-line resources. As with any pedagogical tool, the web requires careful attention to structuring meaningful participation and cultivating student investment in learning processes. The web, however, presents an additional challenge for intercultural educators in that it has become one of the most powerful storytellers about people, places, and events. In other words, the Internet tells stories about cultures through the images, sounds and texts of its various sites and genres (advertisements, documentaries, videos, music, news, blogs, etc.). These stories can provide viewers with new information and varied perspectives, but too often the dominant stories told through popular on-line resources rely on formulaic stereotypes and offer limited portrayals of diverse people and their cultures. These stories about “others” that saturate our screens can cultivate attitudes of ambivalence, or worse, raise distrust and suspicion of unfamiliar people and places. Such stories work against the goals of intercultural education by reinforcing cultural stereotypes, promoting hegemony, and legitimizing prejudices. Intercultural educators, however, can turn these obstacles into opportunities. Students must be encouraged, for example, to critically examine the images of unfamiliar cultures that they see everyday in popular media. Using a model of critical media analysis (CMA) that combines quantitative and qualitative approaches to examining media, students begin to question and challenge popular web resources and uncover the types of stories being told about cultures (their own and others’). By problematizing the stereotypes and limited representations on the web, educators and students can begin to discuss the complexities of cultural identity and intercultural relationships. This seminar will discuss the classroom opportunities of CMA and share examples of students’ work and reactions. Participants will reflect on ways to use popular web resources, even those that misrepresent cultures, as catalysts for intercultural learning.
Sara De Angelis
Ph.D. in Intercultural Education at the University of Messina and the University Johannes Gutenberg in Mainz (PhD in International Intercultural Education). She has collaborated with the University of Valladolid gaining the title of Doctor Europaeus. Currently working with the teaching post of General Education at the University of Naples Federico II and the University of Messina, where she partecipated in several research projects. She is an expert in training and intercultural training, with particular expertise in school (teaching, teacher training) and migration, she has completed language studies with specific reference to language teaching. In particular, she taught Italian in Spain and in Italy to Erasmus students (at the University of Naples), she has collaborated on several European projects on education, she worked as a teacher trainer in international cooperation programs in Bolivia and teaching Italian language and vocational training for migrants and refugees. She has participated in numerous international seminars and has published articles in Italy and abroad. She is a member of SIETAR and FIFIED. Her research interests concern non-formal and informal learning in relation to the acquisition and assessment of intercultural competence and the development of cultural identity.
She will lead the workshop: Come l’identità culturale in internet si va modificando - with Elio Vera
Abstract:
Nel mondo virtuale, molti aspetti della comunicazione vengono modificati: l’individuazione, la percezione dello spazio e del tempo fanno ripensare il rapporto tra il senso di appartenenza ad una comunità, ad uno spazio etnico, e portano al cambiamento del concetto di nomadismo e territorialità. La possibilità di muoversi e viaggiare per molti versi può modificare il concetto di cittadinanza, mettendo le premesse per una sorta di nomadismo fisico, intellettuale e culturale (Pinto Minerva, 2002). A prima vista, questo meccanismo può incrinare un senso di identità culturale condivisa con la comunità di origine, ma questo non è sempre vero, se si considera la possibilità di utilizzare Internet per entrare in contatto con la madrepatria, con la famiglia o con gli amici (forse addirittura impedendo l’interazione piena con la comunità di arrivo). Così, le prime interpretazioni di Internet come fenomeno sociale ha portato a due punti di vista diversi: da un lato, un miglioramento della costruzione di nuove comunità virtuali basate sulla separazione dello spazio fisico e di socializzazione, dall'altro lato, la preoccupazione per la rottura di legami sociali locali, con un progressivo processo di isolamento. Secondo alcune ricerche avrebbero dimostrato che internet sembra essere usato soprattutto per scopi professionali e per il mantenimento delle relazioni sociali reali e non virtuali (Castells, 2001), ma col rapido avvento dei social network la situazione sembra mutare ancora. Particolarismo e universalismo, localismo e globalizzazione non si escludono a vicenda, ma possono essere sintetizzati evitando i rischi sia di omologazione culturale e l'ossessione dell'identità culturale in un mondo in cui le persone si muove in spazi virtuali e reali. Il workshop stimolerà sia una riflessione critica sui rapporti personali in internet, con un processo di ricerca / azione, che testimonianze su come le organizzazioni si stiano ristrutturando soprattutto se operanti a livello mondiale, e pertanto inevitabilmente in attività 24 ore su 24.
Derrick de Kerckhove
He will lead the workshop: Scuola, schermo e corpo. L'insegnamento visto da una nuova prospettiva
Abstract:
Mi trovo continuamente a riflettere su quante sono o possono essere le persone del corpo insegnante, sia della scuola primaria, di quella secondaria o del mondo accademico che si chiedono se esiste una qualche differenza fra leggere su carta o leggere attraverso uno schermo. La mia riflessione conduce ad un aspetto evidentemente primario oggi perché la nuova dimensione tattile del coinvolgimento dei ragazzi con loro schermo è prassi, abitudine, consuetudine ed ancora più abituale strumento del quotidiano, nello stesso tempo trovo che siano sempre troppo pochi coloro che hanno studiato o studiano le forme nuove del sapere. Quando tutte le informazioni sono disponibile in rete e pronte per rispondere a qualsiasi domanda, cosa cambia? Sono certo che siamo sempre troppo pochi a riflettere su questo cambiamento perché sono tante le frontiere pedagogiche ancora da scoprire. Sono io che ho inventato la scienza nuova che concerne il rapporti tra corpo, mente e schermo. Lo ho fatto proprio perché desideravo cominciare ad investire in una linea ricerca determinante per il nostro tempo e l'ho chiamata, appunto, Schermologia. L'esternalizzazione delle nostre facoltà che dallo schermo passano alla rete crea una condizioni di vuoto intellettuale che fa ricordare le famose parole di Montaigne: "Mieux vaut une tête bien faite qu'une tête bien pleine" (meglio una testa ben fatta che una ben piena), che ha inteso così rispondere alla pedagogia enciclopedica proposta da Rabelais. Oggi l'enciclopedia è definitivamente fuori del corpo e si chiama Wikipedia. Mi chiedo e vi chiedo allora se non dobbiamo aggiornare quanto raccomandato da Montaigne con: "Meglio più teste praticamente vuote ma connesse, piuttosto che una sola isolata una ben fatta". Oggi la pedagogia deve concentrasi sulla collaborazione fra gli allievi e fra gli allievi ed i professori piuttosto che sull'individuo. Considerando che i ragazzi preferiscono lavorare in gruppi più che da soli, questa scelta non è più procastinabile. Immagino che ciò non succede ancora spesso nelle scuole ed credo che nostro compito è di far che avvenga sempre più spesso e sempre in più luoghi dove si diffonde sapere. Questo è quanto desidero discutere con voi, il mio intervento vuole essere un punto di partenza, da condividere appunto con tutto l'universo della scuola unendo passato, presente e futuro.
Maurizio Ferraris
He is Professor of Theoretical Philosophy at the Faculty of Humanities at the University of Turin. He also directs the Ctao (Inter-University Centre for Theoretical and Applied Ontology) and the LABONT (Laboratory of Ontology). He studied in Turin, Paris, Heidelberg and taught in major European Universities. He is director of the Journal of Aesthetics and in the steering committee of Critique and out out. From 1989 to 2010 he wrote for the cultural supplement of Il Sole 24 Ore; since 2010 he writes for the cultural pages of La Repubblica. His areas of expertise are hermeneutics, aesthetics and ontology.
He will lead the workshop: Filosofia e Web
Abstract:
“Non c’è differenza tra reale e virtuale”. Questa tesi non va compresa in senso antirealistico come “il reale è diventato virtuale”, ma piuttosto come “il virtuale (il digitale, il documentale) è reale”. È una delle forme del reale, con conseguenze estremamente e talora drammaticamente reali, e in questo senso piuttosto che una realtà depotenziata e indebolita il web ci consegna a una reatà aumentata.
Paolo Ferri
Associate Professor of Educational technology and New Media theory and technique at the Faculty of Education at the University of Milan Bicocca. Expert in new technologies and their influence on education and culture, he is the author of numerous papers including "Digital Natives" in 2009.
Opening session: dialogue on digital learning and real life experiences
Alberto Fornasari
PhD in "Training Dynamics and education to politics" at the University of Bari "Aldo Moro", an expert in multi-and intercultural processes, Adjunct Professor of Social and Intercultural Education, Experimental Education, Educational Planning and Evaluation at the Faculty of Education, University of Bari. Member of the Laboratory of Experimental Pedagogy and the Laboratory of Intercultural Pedagogy of the same University.
He has extensive experience in the field of intercultural training and in the context of international cooperation projects. Speaker at various national and international conferences. Involved in research - with an experimental approach - in educational and socio-pedagogical disciplines with particular attention to intercultural education, citizenship and interreligious dialogue. Author of several publications. Coordinator of the university research group "Religioniindialogo", member of SIPED (Italian Society of Pedagogy) of IAIE (International Association for Intercultural Education) and SIREM (Società Italiana di Ricerca sull'Educazione Mediale).
He will lead the workshop: Dietro lo schermo. Adoloscenti e comunicazione ai tempi di Facebook
Abstract:
Ragazzi e internet : un tema di riflessione e di dibattito cui è difficile sottrarsi in una società globalizzata e cosmopolita. Di grande interesse appaiono gli indirizzi di ricerca tesi all’analisi degli ambienti digitali on-line a partire dalla pratiche quotidiane che i ragazzi vi mettono in atto per apprendere, comunicare con il gruppo dei pari,costruire la propria identità o esercitare i propri diritti di cittadinanza, “costruire” una mentalità interculturale, sentirsi cittadini del mondo. I new media favoriscono infatti lo sviluppo di un particolare tipo di intelligenza che H. Gardner ha definito “intelligenza relazionale” la quale si configura come matrice del pensiero interculturale. Da queste considerazioni scaturisce un primo interrogativo : attraverso le tecnologie multimediali impariamo a spostarci da una forma di conoscenza all’altra allenando la mente al viaggio? Tutto ciò richiede tipi di ricerca e di indagine complementari: l’approccio quantitativo in grado di misurare su un vasto campione la reale portata dei fenomeni e quello qualitativo capace di rendere meglio conto della dimensione soggettiva dell’esperienza di “essere on-line”. L’identità è sempre più spesso definita attraverso i segnali mutevoli degli stili di vita che i ragazzi fanno propri e delle pratiche di consumo mediale, piuttosto che attraverso tradizionali indicatori quali età, genere, appartenenza etnica e luogo di nascita. Ma parallelamente all’accesso globale alla rete di internet e alla cultura digitale condivisa i nativi digitali sono anche coinvolti in tradizioni, costumi e valori regionali e locali. Ma come realizzano le proprie opportunità e affrontano le sfide della “città mondo”? Nel workshop si approfondiranno i temi prima enunciati partendo dai risultati di una ricerca nazionale che ha visto coinvolti 1260 studenti italiani.
Nicolas Geeraert
He obtained his graduate degree in Theoretical & Experimental Psychology at Ghent University, Belgium, in 2000. In his doctoral research he focussed on the ironic consequences of correcting social inferences. He obtained his Ph.D. in Experimental Social Psychology in 2004, from the Catholic University of Louvain, at Louvain-la-Neuve, Belgium. Nicolas joined the Department at the University of Essex in October 2004. His research is situated in the area of Social Cognition. A main interests is the social perception of individuals (e.g. attribution processes), and groups (e.g. stereotyping). Another interest lies in the negative or ironic consequences of mental control. He is interested in the issue of procedural rebound, and its role in judgement & decision making. A third main interest lies in cross-cultural psychology. Having spent quit some time in South East Asia he has developed strong interests in cultural differences in general, and in West-East differences in social cognition in particular.
He will lead the workshop: Coping with intercultural adaptation, functional and dysfunctional strategies
Abstract:
Worldwide, 2.5 million students are believed to be studying abroad every year. While international education will enrich and provide opportunities, it also presents the student with many challenges. Indeed, living abroad can be a challenging experience; novel cultural situations may challenge even the most basic of daily routines, and thus require adaptation and learning on many levels. Naturally, the rather intense process of cultural adjustment can and will lead to phases of psychological strain, known as acculturative stress. In this seminar we will examine how cultural adaptation can be defined. That is, what are the different components of adaptation? Do all foreign students face the same challenges? What are possible individual differences in adaptation? How can international students deal or cope with these challenging situations? What coping strategies can they use? Which coping strategies would be effective? Where does the internet fit into these coping strategies? This seminar will explore these questions based on the findings of the Impact of Living Abroad Project. In this project, 2500 intercultural exchange students were monitored before, during and after their time abroad. The sample of this study consisted of students travelling to and from around 50 different countries. During the longitudinal study participants responded to questions on adaptation and coping.
Li-Ching Ho
She is an Assistant Professor of Humanities and Social Studies Education at the National Institute of Education in Singapore where she teaches courses in social studies and citizenship education. She is an editorial board member of Theory and Research in Social Education and is a curriculum consultant for the Singapore Ministry of Education. Her main research interests include democratic and multicultural citizenship education. She has published articles in journals such as the Journal of Curriculum Studies, Theory and Research in Social Education, and Teaching and Teacher Education.
She will lead the workshop: Geographies of Online Spaces and Intercultural Citizenship - with Mark Baildon
Abstract:
In this presentation, we explore the potential of social media for the production and distribution of ideas, public deliberation and political participation, and as civil spaces and platforms for public voice among diverse youth in Singapore. We offer an analytical template for critically examining the images, discursive structures, and the kinds of multicultural civic participation promoted by websites aimed at youth in Singapore. Focusing on the controversial issue of immigration in Singapore, we examine how the issue was addressed and deliberated in four different online spaces and consider how ideas of citizenship and civic participation in a multicultural society are constructed and defined. Key immigration issues include concerns about the number of immigrants from China, India, and other parts of Southeast Asia, and the consequent impact on housing, employment, and education. We critically evaluate the extent to which these issues are constrained by Singapore’s political and multicultural social context because the government has long prescribed rules for discussing “sensitive issues,” such as race and religion. We then consider the educational implications of these sites for teaching about culture and citizenship.
Elaine Hoter
She is an earlier pioneer in online learning. Since 1995 she has joined classes and cultures through the internet including Deaf and hearing, student teachers with pupils, students with students from other countries and Arabs and Jews. She was co-convener of the first online conference for teacher educators in Israel in 2001 and head of ICT at Talpiot college of Education, Israel. A Fulbright scholar, today in addition to teaching and researching in various teaching colleges, she is part of a team of three women who head the TEC Center (The Center for Technology, Education and cultural Diversity) in Israel using the Internet to bring together Arabs and Jewish pupils, students and college lectures. She is head of the Schools projects trying to reduce prejudice and stereo typing. She has carried out extensive work in this area and together with the team has presented their research around the world. In addition she heads the English teaching section at Mofet International.
She will lead the workshop: Building online collaboration between people and cultures
Abstract:
The Internet allows us to learn about other cultures and people who are different to ourselves by actually meeting people from other cultures. However, in order to make these exchanges fruitful we must be able to build trust between the teachers collaborating on the project, between the teachers and the students, as well as between the students from the different cultures. We need to build a non-threatening environment where students collaborate with each other using the tools of the internet. In this workshop we will look at the stages for online collaboration and online tools that can further collaboration.
Paolo Inghilleri
Full Professor of Social Psychology, University of Milan (Italy), Director of the Department of Geography and Environmental Human Sciences. His main areas of research include the relations between biology, mind and culture, the study of optimal experience, creativity, cultural psychology, transcultural psychiatry, environmental psychology. He is the author of seven volumes and more than 80 articles published in Italy and abroad.
Geoff Lawrence
He is a teacher educator, researcher and curriculum designer interested in exploring the potential of online and intercultural learning in language teaching and teacher education. As a lecturer at the Ontario Institute for Studies in Education of the University of Toronto, his research and publications have examined the impact of teacher beliefs on the use of computer-assisted language learning and strategies to foster intercultural competence in language teaching and teacher education.
He will lead the workshop: Building Investment in Intercultural On-line Language Learning Environments
Abstract:
Given the emerging focus on the intercultural dimension in language teaching and learning, language educators have been exploring the use of information and communications technology (ICT)-mediated language learning environments to link learners in intercultural language learning communities around the globe. Despite the potential promise of ICT-mediated learning, research has identified a number of challenges including inadequate pedagogy that limit intercultural and language learning in these online intercultural collaborations.
This session will review these challenges and will discuss a three-part working model to guide the integration of online intercultural collaboration into classroom language teaching. This emerging framework is developed around the need to engage learners in the planning and preparation of these collaborations, to build identity investment and sense of community in these projects and to actively working with intercultural content and rich points to deepen intercultural language learning processes.
Kostas Magos
He is a Lecturer in the Department of Early Childhood Education at the University of Thessaly (Greece). His scientific interests include the theory and practice of intercultural education, the education of immigrant and minority children and adults, the use of action research and narrative inquiry in teacher education and school practices.
He will lead the workshop: Digital communities and intercultural dimensions in early childhood education with Katerina Spanopoulou
Abstract:
A considerable amount of research studies have shown that students’ participation in collaborative projects through digital communities, contributes extensively to the development of mutual influence and intercultural communication between them. This group seminar will discuss the contribution of digital communities in intercultural awareness of young children. The discussion will be based on the presentation of an intercultural project where kindergarten classes of different European countries participated. Indicative examples of digital intercultural communities for primary and secondary school students will also be presented during the seminar. The participants of the seminar will have the opportunity to exchange perceptions and experiences concerning the contribution of digital technology and digital communities to intercultural education.
Susanna Mantovani
Professor of General and Social Pedagogy at the Università degli Studi di Milano-Bicocca where she is Deputy-Rector since 2007.Her national and international research activity pertains to early child development and education, early childhood and family policies, children and technologies, intercultural education, home-school relationships and adults’ professional development.
She is a member of the Scientific Committee of Fondazione Intercultura Onlus and a member of the Board of the committee Unicef - Italy. She has been a member of the OCSE project Starting Strong and involved in several projects for the Bernard Van Leer Foundation; Recent research activities include: La scuola che vorrei. La voce dei giovani sulla scuola (founded by Intercultura Foundation); Children Crossing Borders. Children of Immigrants in Early Childhood Settings in Five Countries. A Study of Parents and Staff Belief ( www.childrencrossingborders.org) and Facilitating Dialogue between Parents and Teachers (both founded by the Bernard Van Leer Foundation ); Digital Kids (IBM Foundation)
Opening session: dialogue on digital learning and real life experiences
Gianni Marconato
Psychologist and trainer. His interest is in the mechanisms that enable, support and enhance the learning process. For almost 30 years he has been involved in e-learning and thus "naturally" came to the educational use of technologies, for which he searches operational methods (e-learning and in person) that contribute to the improvement of the learning process. He promoted numerous projects on educational technologies, designing and developing different types of digital "learning environments". On these topics he published two books and numerous articles in professional and scientific journals. He works as a freelancer and helds classes and laboratories at the universities of Padua and Verona. His conceptual and operational references are of cognitive and constructivist matrix. He is present and active in many online environments, shares his experiences and thoughts through the blog "Learning (with and without technology)" in www.giannimarconato.it and is the animator of the network "The school that works" in www.lascuolachefunziona.it. He is a member of the Italian Society of e-learning, where he is delegate for Social Media and delegate for Education in the Nordest Digitale association.
He will lead the workshop: chi e cosa perde o guadagna nell’era digitale. Uno sguardo alle pratiche sociali e scolastiche delle nuove generazioni
Abstract:
Come giustamente evidenzia la tematizzazione di questo convegno, l’informatica, internet e da ultimo la pratica del social networking, generano atteggiamenti sociali e culturali spesso opposti ed oscillanti tra l’osannare ed il criminalizzare gli strumenti stessi, ma anche le pratiche che grazie a questi nuovi strumenti ed approcci vengono attivate a livello individuale e collettivo. Come tutte le problematiche che si manifestano nella società e nelle interazioni tra le persone, anche questa è complessa: non ha una “soluzione” unica, vera, ma presenta numerosi punti di vista, ognuno dei quali legittimo essendo fondato su presupposti etici, culturali, filosofici, scientifici differenti oppure su interessi di particolari gruppi. Il workshop fa propria la prospettiva del valore aggiunto delle innovazioni culturali, sociali e pratiche attivate dall’avvento delle tecnologie digitali e di internet e quella della necessità di guardare a queste innovazioni secondo schemi di riferimento nuovi orientati a cogliere ciò che queste innovazioni portano con sé piuttosto che evidenziare ciò che non c’è più. Un approccio a conoscere le cose per quello che sono e di nuovo apportano e non per quello che non sono più rispetto a schemi culturali e sociali in uso in un’era pre digitale. Nel corso del workshop, a partire dalla presentazione dei risultati di alcune ricerche sugli usi di internet e dei social network da parte dei giovani e di alcune concettualizzazioni presenti in letteratura, verranno presentate e discusse alcune prospettive dalle quali poter dare una o più risposte alle domande poste nella presentazione del convegno.
Alessandro Mariani
He is Professor of General and Social Pedagogy at the University of Florence, at the Faculty of Training Science. He have taken part in various Research Projects of National Interest ("PRIN"). In 2001 and 2008 he received the "Raffaele Laporta" National Pedagogy Award. He is a member of the scientific committee of the review "Studi sulla Formazione" and of the "International Association for the Advancement of the Curriculum". He is also Vice-Director of the Department of Education Sciences of Cultural and Training Processes, Delegate of the Faculty of Education Sciences for the decentralized Livorno seat and Director of the University Master for the Directorate of School Institutes ("MUNDIS").
Fernando Naiditch
He holds a PhD in Multilingual Multicultural Studies from New York University. He has been teaching for over twenty years and has taught in South America, Europe, the Middle East and the United States. He holds a B.A. in Linguistics, a Diploma (DOTE, Dip. TESL) in Second Language Teaching from Cambridge University, England, and an M.A. in Second Language Acquisition from the Federal University of Rio Grande do Sul (UFRGS) in Brazil. Dr. Naiditch’s research focuses on intercultural communication, multiculturalism, interlanguage pragmatics and on the use of critical pedagogy as a tool to achieve equity and social justice in education. As a result of his work and contribution with English language learners in the New York City public school system, he was the recipient of the 2003 James E. Weaver Memorial Award given by New York State TESOL. Dr. Naiditch is currently an Associate Professor in the Department of Curriculum and Teaching at Montclair State University, where he teaches courses on multicultural education, diversity, and educating culturally and linguistically diverse student populations.
He will lead the workshop: Intercultural Education in the Digital Era
Abstract:
This workshop will explore connections between the digital world and the classroom focusing on developing intercultural communication and understanding. The presenter will describe a classroom project developed in a course on diversity education that required students to use digital media and technology as a way to cross cultural borders and help diminish the gap between cultures and groups in classrooms and schools. The project was developed as a response to the finding that the same tools and resources that were once thought to bring people together are in fact being responsible for creating homogenous networks of people who think and act alike. Students were required to engage in some form of intercultural communication with people, organizations or communities different from the ones they already belonged to and to exchange information and learn about a different socio-economic and cultural context and different ways of relating to the world. Students kept a blog/journal in which they recorded their experiences. The project resulted in an increased awareness of the potential of social networks and online learning platforms in helping students cross cultural borders and participate in different cultural communities. Additional possible uses of digital media to enhance intercultural communication as well as pedagogical strategies and teaching/learning implications will be explored.
Donatella Nucci
Guiderà il workshop: eTwinning: lavorare e studiare insieme in rete
Maria Ranieri
PhD in “Telematics and Information Society”, she is a researcher at the Dipartimento di Scienze dell’Educazione e dei Processi culturali e formativi of the Università degli Studi di Firenze. Since 2001 she has been involved in the research activities of the "Educational Technology Laboratory" of the Università degli Studi di Firenze and in the post graduate Masters Programme in “Designing and Managing Online Education”. Her main research areas include theory and methodology relating to media and technology in education, as well as work around teachers’ practices and students' learning.
She will lead the workshop: Nuovi media e apprendimento tra divari e opportunità
Abstract:
Nella maggior parte dei paesi industrializzati, Internet è ormai entrata nella vita quotidiana di molti di noi: dall’acquisto di un biglietto del treno alla consultazione di un catalogo bibliografico, la rete sta per diventare una “tecnologia invisibile”. La crescita, poi, di Internet in casa e a scuola ha avuto come conseguenza l’emergere di una particolare fascia di utenti, costituita da bambini e adolescenti per i quali l’ambiente domestico e scolastico costituiscono i luoghi privilegiati per essere online.
Parallelamente si moltiplicano i dibattiti, in sede accademica e politica, sul ruolo che le agenzie educative, dalla scuola alla famiglia, dovrebbero svolgere nei riguardi delle nuove generazioni e del loro rapporto con Internet e i media elettronici. A questo riguardo le posizioni tendono spesso a contrapporsi così come è accaduto in passato con altri media, dalla televisione al computer. Da un lato, vi sono quelli che Eco definiva gli “apocalittici”: costoro percepiscono le nuove tecnologie come negative in se stesse e l’accento cade allora sui rischi a cui esse espongono i più giovani, che risultano vengono visti come vulnerabili e potenzialmente a rischio. Dall’altro, vi sono i cosiddetti “Integrati”: costoro attribuiscono alle tecnologie un ruolo intrinsecamente positiva e l’enfasi si sposta allora sui ritardi dei sistemi educativi nel cogliere il cambiamento e nell’adeguarsi alle nuove istanze poste dall’era digitale.
La prospettiva da cui muove e che attraversa questo contributo si colloca al di là di queste due opposte visioni. In linea con gli avanzamenti recenti nel campo della Media Education, decisamente orientata oggi più verso l’empowerment che verso la tutela/protezione, si suggerisce di guardare alla rete considerandone tanto i rischi quanto le potenzialità allo scopo di individuare uno spazio d’intervento per la mediazione educativa, che si presenta tanto ricco di sfide, quanto indispensabile per un uso consapevole, critico e creativo della rete.
Milena Santerini
Full Professor of General Pedagogy and researcher in Education Science at the Catholic University of Milan. Courses: General, Social and Intercultural Education (Degree in Education), Pedagogy of the person and of educational emergencies (Master's Degree in Educational Science). Coordinator of the Course in Primary Education. Director of the Centre for Research on intercultural relations. Scientific Director of the Master in "Intercultural education. Skills for integration and social inclusion."
She will lead the workshop: Educazione morale e neuroscienze. La coscienza dell’empatia
Abstract:
Le neuroscienze stanno producendo una vera e propria rivoluzione in campo educativo, in particolare in ambito morale. Esse confermano l’enorme plasticità del cervello, la rilevanza dell’inconscio e l’importanza della “mente incorporata”; nella loro prospettiva, le emozioni non sono un ostacolo alla razionalità, ma una guida per comprendere il mondo. Si sta affermando un paradigma che, a partire dalla scoperta dei neuroni-specchio, propone un’immagine della persona caratterizzata dall’empatia “naturale” nei confronti dell’altro e dalla proiezione verso il riconoscimento reciproco. Nello workshop verranno presentate le linee principali di un’educazione morale non formale ed astratta, che si realizza nella concretezza dell’esistenza umana e si nutre della comprensione degli aspetti emozionali, Sulla base della compassione “istintiva” messa in luce dalle neuroscienze è, infatti, possibile educare a comportamenti di aiuto e di cooperazione, superando gli atteggiamenti di indifferenza e di esclusione morale, compreso il pregiudizio verso l’estraneo, e orientandoci ad essere non solo naturalmente, ma anche culturalmente, negli altri e per gli altri.
Corrado Sinigaglia
Full Professor of Logic and Philosophy of Science at University of Milan. Before that he studied at the Husserl-Archives of Leuven (1992-1993), at the Ecole Normale Superiéure of Paris (1994), and at the University of Genova (1995-1999), where he obtained his PhD in Philosophy of Science. His fields of research are cognitive neuroscience and philosophy of mind. He is currently working on the role of action in social cognition.
He will lead the workshop: Lo spazio del corpo e il potere dell'azione
Katerina Spanopoulou
Katerina Spanopoulou graduated in English Language and Literature at the Aristotle University of Thessaloniki and in Preschool Education at the University of Ioannina. She completed postgraduate studies in “Production of Educational Material for young children” at the University of Thessaly. She currently works at the Center of Environmental Education of Makrinitsa, designing and implementing educational programs for student groups of both Primary and Secondary Education.
She will lead the workshop: Digital communities and intercultural dimensions in early childhood education with Kostas Magos.
Roberto Toscano
Former Ambassador to India, after being for five years (2003-2008) Ambassador to Iran. Until 2003, he was Head of Policy Planning at the Italian Ministry of Foreign Affairs and chaired the Organisation for Economic Co-operation and Development’s Development Assistance Committee network on conflict, peace, and development co-operation. As a career diplomat, he has served in a number of other posts (Chile, USSR, Spain, United States, as well as at Italy’s Permanent Mission to the United Nations at Geneva). He holds a degree in law from the University of Parma and an M.A. from the School of Advanced International Studies at Johns Hopkins University, which he attended as a Fulbright fellow. In 1987-88 he was a Fellow at the Center for International Affairs of Harvard University. From 2000 to 2003, he was a visiting professor of international relations in the Department of Political Science at LUISS University in Rome. He is the author of books and articles (on human rights, peacekeeping, conflict prevention, ethics and international relations) published in Italy, the U.S., France, Spain and India.
Elio Vera
He studied economics and then psychology at the University of Milan, co-founder and president of CESMA, he has operated for 20 years in marketing in multinational companies such as Unilever, Henkel, Young & Rubicam, both in Italy and abroad (UK, France, Spain, Portugal, Switzerland, Bulgaria, Russia, Latvia, Chile, Colombia) as a consultant, trainer, lecturer and peer reviewer in the process of Master accreditation of EFMD, CEEMAN and ASFOR. He specializes in the analysis of group relations, in organizational development and consulting to family businesses, deepening the Tavistock approach. He has collaborated with ISPFP-Swiss Institute for Vocational Education as director of courses. Councillor ASFOR-Italian Association for Management Education, of which he coordinates the international activities. He is member emeritus of EFMD-European Federation for Management Development and Past President and now Vice-President of ETDF-European Training and Development Federation. Since 1998 he is a member of SIETAR, from 2006 to 2009 was director of SIETAR Europe and in January 2009 was co-founder of SIETAR Italy. Keen on Social Networks he also operates in English, French and Spanish.
He will lead the workshop: Come l’identità culturale in internet si va modificando - with Sara De Angelis
Aleksandra Wach
PhD, she works as an Assistant Professor at the School of English, Adam Mickiewicz University, Poznań, Poland. Apart from teaching English as a foreign language at University level, she conducts EFL didactics courses and is involved in training pre-service and in-service English teachers. Her professional interests include: second language acquisition processes, learning and teaching grammar, the application of music in teaching foreign languages, teacher creativity and reflectivity, the development of intercultural competence in the process of learning and teaching a foreign language, and, currently, the application of new technology in foreign language learning and teaching. She has co-authored a monograph on the relevance of music in EFL learning and teaching and has published articles in edited volumes and professional journals on selected issues which reflect her research interests.
She will lead the workshop: The role of computer-mediate communication in enhancing linguistic and intercultural competence
Abstract:
Computer-mediated environments nowadays offer numerous opportunities for their application in L2 learning and teaching, and computer-mediated communication (CMC) has been recognized as particularly relevant for L2 acquisition and education. The main advantages of CMC as an L2 development tool include relatively easy access to relevant, authentic input, and increased opportunities for engaging in interaction with native speakers of L2 and other, non-native L2 users. Moreover, CMC stimulates learners’ output, as it contributes to increased learner participation in communication, and generally fosters learner-directed learning. Apart from these benefits, with the internet being a scene for multicultural exchanges, involvement in CMC provides L2 learners with opportunities to develop intercultural competence. The session will present the results of a two research projects. One of them focused on establishing how much and what kind of contact with English Polish high school learners (n=167) had through CMC and how they perceived the influence of Internet language input on their competence in English and the value of engaging in CMC as a social and cultural experience. Finally, the study aimed to investigate the subjects’ levels of comprehension of selected authentic CMC samples and their judgment of these samples as correct or incorrect. The other study was conducted on advanced Polish and Romanian learners of English (N=130) and it aimed to verify whether and to what extent the participants made use of CMC in order to improve their competence in English and raise their intercultural awareness. The findings of both studies showed that the participants intensively engaged in CMC for both leisure and educational reasons, and that much of their CMC use was in English. This created opportunities for practicing English and developing more informed and open attitudes toward other cultures, which was appreciated by the study participants. The study revealed some interesting differences between the participants from the two countries (Poland and Romania) in the way they approached CMC through the medium of English, which may point to an indication of cultural differences, or other contextual and educational factors. The study findings lead to a formulation of conclusions concerning the role of the foreign language teacher as an intercultural mediator who offers guidance to learners in their intercultural CMC experience.
Paige Ware
She is an associate professor in the Department of Teaching and Learning at Southern Methodist University. Her research focuses on the use of Internet-based communication for promoting intercultural awareness through international and domestic online language and culture partnerships, as well as on the use of multimedia technologies for fostering language and literacy growth among adolescents. Her research has been funded by the TESOL International Research Foundation for English Language Education (TIRF), by the National Academy of Education’s Spencer post-doctoral fellowship, and by an SMU Ford Fellowship. In addition to her research and teaching, she is also the reviews editor for Language Learning & Technology; a member of the TESOL Technology Standards authoring team, and the principal investigator of a Department of Education Office of English Language Acquisition (OELA) professional development grant that supports secondary school educators in obtaining their ESL supplemental certification.
She will lead the workshop: Teaching Comments: Intercultural Communication Skills in the Digital Age
Abstract:
In the last decade, as communication technologies have become more readily accessible and affordable, a number of intercultural communication projects have made use of text-based and video-based exchanges to connect second and foreign language learners in web-based language and culture exchange projects. Although the first wave of research emerged at the post-secondary level, extended work with adolescent learners has recently begun to appear. In this workshop, I invite participants to consider what kinds of communication skills might become the target of classroom instruction when teachers invite adolescent learners to participate in online intercultural exchanges. To provide a context for this discussion, we will examine the language choices that adolescent students in Spain and the U.S. made in a 15-week online intercultural exchange. The frame for this analysis of their interactional language stems from the skills that Byram (1997) outlines in his model of intercultural communicative competence: the skills of discovery and interaction and the skills of interpreting and relating. The guiding questions of this workshop will focus on concerns about how to avoid teaching toward a dominant set of social and cultural norms and about how to assess students in the development of intercultural communication skills.
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