RISULTATI RICERCA

Based on the theoretical elaboration of teachers’ lived experience, our study lays the ground for a critical assessment of online higher education. On the one hand, our analysis investigates an alternative to the hegemonic understanding of learning objectives as fetishized by “measurability” and results-oriented outcomes, which are considered to be subsumed as products of the hyper-industrialized education. On the other, we claim that our research participants operate as neoliberal subjectivities who have to adapt to remote teaching, mobilizing tendencies towards self-empowerment and self-activation.

Remote work as telework (salaried employment performed outside company premises via digital technologies), became central during the COVID-19 pandemic. This paper presents an interpretative analysis based on Le télétravail, la COVID et la numérisation, a study conducted in France (2023-2024). Examining remote work’s organizational transformations in post-pandemic France and Italy through a critical socio-organizational lens, it draws on qualitative field research with interviews in Paris, Toulouse, Milan, and Messina. The study explores three key dimensions: the reorganization of workplaces, as remote work reshapes the relationship between living and working spaces; the transformation of temporal dynamics, where increased flexibility disrupts traditional work-life rhythms; the emotional economy between new pluralities and the desire for autonomy, revealing the practices workers adopt to carve out autonomy, highlighting shifting organizational boundaries. Research findings show that remote work embodies the ambivalence of contemporary capitalism, balancing neoliberal constraints and emancipatory potentials. Its future depends on how individuals, organizations, and institutions negotiate autonomy, control, and social justice. The challenge is to transform it from an isolating mechanism into a tool for resilient communities. As Lefebvre suggests, we must “reinvent everyday space” to create a future where work and life coexist as allies, not adversaries.

The present contribution interprets current digital transformations of work and related power dynamics through the lens of Alquati’s concept of hyper-industrial society. The paper starts from a re-elaboration of Alquati’s thought, mainly on the basis of the re-reading of some unpublished writings dating back to the 1990s and 2000s. In particular, it takes up the categories of (a) hyper-industrialisation, (b) enhancement versus impoverishment of human capacity, and (c) machinic subjectivity, and reconsiders them in light of current technological developments. These categories are then used as tools for analyzing three work contexts in which processes of digitization appear to be particularly intense: manufacturing, banking, and work in digital distribution platforms. This empirical exploration shows how current transformations of work can be interpreted as effects of a hyper-industrial mode, understood as an abstract organizational logic capable of dividing, standardizing and reassembling objects and knowledge.

The aim of this article is to put in evidence the relationships between the digital democracy (e-democracy) and the rise of a global public sphere. To study the implications of the diffusion of the web based tools in democratic processes we need to analyse the technologies capacity of regeneration and reshaping of institutions and procedures of liberal democracies, including their potential to give new opportunities for political inclusion: from the e-voting technicalities to the web-based platform for civic participation to the creation of a new public sphere centred on discursive and participatory/deliberative practices (della Porta, Rucht 2013). This article frames the e-democracy and the open government processes within the perspective of the "public horizons" (Volkmer 2014), a concept more undefined but in the same time more functional than that of the public sphere. The article also provides an overview of the different experiences of e-participation and digital democracy, identifying the participatory democracy and the deliberative practices as social processes, suitable to overcome the ambiguous concept of liquid democracy.

This study explores the attitudes and perceptions of preservice teachers regarding applications of Generative Artificial Intelligence, with particular reference to ChatGPT and their use in school. Functional elements emerge for professors, teachers’ trainers, instructional designers. There is interest and appreciation of the potential, caution in considering use in the classroom, and incomplete awareness of the specific characteristics. The ability to adapt texts  is not perceived. Instead, confidence emerges in the reliability of the results when searching for information with the disbelief that they can be alternative tools to traditional search engines. The participants agree on the need for systematic and widespread training, which should involve preservice teachers, in-service teachers, and students.

Nel vasto campo d’indagine relativo all’analisi economico finanziaria d’impresa, il volume si focalizza sulle potenzialità interpretative e applicative che scaturiscono dai risultati dell’analisi delle variabili (assolute e relative) del bilancio di esercizio. In particolare, con riferimento ai risultati, se ne considera l’interpretazione, che può essere fatta in termini di spiegazione e previsione di un dato fenomeno inerente le quantità economico finanziarie d’azienda. È questo il tema centrale del libro: la capacità segnaletica degli indici di bilancio.

A partire dall’analisi di un modello democratico di governance scolastica realizzata nella Provincia di Napoli, il libro testimonia di alcune tensioni che attraversano la transizione del sistema italiano verso assetti post-welfaristi, mettendone a fuoco alcuni esiti contraddittori. In particolare, la descrizione dello sviluppo di dinamiche competitive e collaborative tra scuole costituisce l’occasione per riflettere sui rischi di un acuirsi della stratificazione interna al sistema scolastico così come sulle possibilità aperte da politiche democratiche di governance in termini di equità.

L’esperienza del Corso Universitario Multidisciplinare di Educazione ai Diritti (CUMED), frutto della collaborazione tra l’Università di Firenze e il Comitato Italiano per l’UNICEF, si è sviluppata in questi anni con l’intenzione di promuovere la cultura dei diritti dei bambini e delle bambine presso un pubblico interessato a contribuire attivamente alla sua diffusione. Il Corso ha visto la partecipazione di insegnanti, educatrici ed educatori, studenti e studentesse nei corsi universitari dell’area della formazione, a testimonianza dell’interesse ad approfondire i temi riguardanti i diritti dell’infanzia declinandoli da una prospettiva pedagogica. Il volume riunisce molti dei contributi che hanno costituito, nel loro intrecciarsi, il percorso realizzato nell’ultima edizione del CUMED, svoltasi nel 2024.

Il volume intende promuovere la diffusione di una memoria viva e condivisa, capace di includere le giovani generazioni di studenti e studentesse di scuola secondaria. I diari proposti nel libro rappresentano non solo una testimonianza esemplare della vicenda storica che ha riguardato circa settecentomila soldati italiani, ma anche un racconto così denso di significato umano da coinvolgere attivamente il lettore. È nella promozione di questo dialogo che risiede la possibilità di una memoria salda, resistente al tempo e al passare delle generazioni.