Rapporti, riflessioni, presentazioni

At the roots of intersectionality in inclusive processes: the birth of cultural studies and the role of the Centre for Contemporary Cultural Studies in Birmingham

In the 1960s, within the framework of the Centre for Contemporary Cultural Studies (CCCS) at the University of Birmingham, a number of scholars, linked by their interest in popular culture, not only denounced the industrial logic that transforms content into products, but were also in search of the…


Presentazione: verso il 2050. Costruire una società digitale equa per le nuove generazioni. Il ruolo della scuola e dell’educazione

Questo numero della rivista QTimes - Journal of Education, Technology and Social Studies si propone di contribuire a un costruttivo dialogo tra i ricercatori per comporre un’indagine critica, multilivello e interdisciplinare sui divari nella competenza digitale, fornendo uno spazio in cui…


Data visualization techniques and tools for disseminating Italian students' learning achievements in a smart and innovative way: the INVALSIopen experience

With the pandemic period, the generation of data has grown exponentially and in order to ensure that it can be accessed and read by citizens and future generations, new communication methods are emerging, which are immediate and easy to interpret, without the need for specialised skills. Through the…


From Universal Design for Learning to Universal Design for Transition: inclusive project actions to accompany the transition to adult life of students with disabilities

The purpose of this paper is to illustrate the conceptual framework of Universal Design for Transition (UDT) (Best, Scott, & Thoma, 2015; Thoma et al., 2009), a recent framework that integrates the founding principles of Universal Design for Learning (Meyer, Rose & Gordon, 2014; CAST, 2018;…


Giftedness and digital revolution

The relationship between giftedness and the digital revolution deserves particular attention as regards the emotional experience of gifted children and young people. They are dependent on the emotional context, they don’t know how to act without allowing themselves to be permeated by the affective…


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