The space organization and the selection of resources can play an important role in the inclusion and exclusion dynamics in the different educational and training settings, from early childhood through to school and workplaces, encouraging or hindering processes of reprocessing, creation, protagonism, integration, self-esteem, and empowerment.
If inclusion is an integral part and a key condition for ethical and effective public engagement, too many remain excluded from the engagement processes due to systemic barriers and inequalities. What educational and training conditions can trigger and support processes of inclusion? Which professionals are intentionally called to facilitate them or which ones could be involved in this process?
Francesca Bracci, University of Florence
Giovanna Del Gobbo, University of Florence
Daniela Frison, University of Florence
Laura Menichetti, University of Florence
Language: English, Italian, French
Deadline: The contributions must be submitted by January 15, 2022
Issue Publication: March 2022