Italian Journal of Health Education, Sports and Inclusive Didactics
Pedagogy of emergency and vulnerability and Covid-19: psychological aspects and links with technology
Abstract
The current COVID-19 emergency, the joint combination of environmental degradation, the geopolitical challenge of the international landscape, the increasing inequalities, and the deep economic interconnections have made the world more vulnerable.
The COVID-19 pandemic is having a multidimensional impact on our society, affecting human and social capital, institutions, communities, and the collective in general. "In a time of rapid and radical transformations and existential challenges, the Knowledge Society, globalized and risk-taking ( Gallerani, 2016), calls for a resilient background for individuals in order to cope with shocks and persistent emergencies to structural change" (Beck, 2008).
The pedagogical/educational emergency and the post-emergency cannot ignore the potentially traumatic nature of the crisis that it generates: attention to "emotional capital (which generates and nourishes political, social and moral values of the community) is credited as one of the main levers of socio-educational reconstruction in contexts of fragility" (Isidori, 2012).
This study traces the lines that identify the salient aspects of the pedagogy of vulnerability and emergency, and individuates what its relationship with technology can be, considering resilience and coping strategies fundamental elements to deal with an unexpected situation.
Keywords
Full Text:
PDF (Italiano)References
Beck, U. (2008). Costruire la propria vita. Quanto costa la realizzazione di sé nella società del rischio. Bologna: il Mulino.
Beckman, K., T. Apps, S. Bennett, and L. Lockyer. (2018). “Conceptualising Technology Practice in Education Using Bourdieu’s Sociology.” Learning, Media and Technology 43 (2): 197–210
Bertin, G. (2011). Vulnerability change and social dynamics. Salute e società, n.3. pp37-62.
Bonanno, G., Romero, S., Klein, S. (2015). "The Temporal Elements of Psychological Resilience: An Integrative Framework for the Study of Individuals, Families, and Communities"; Psychological Inquiry; Vol. 26 Issue 2, p139-169;
Brantmeier, E. (2013). Pedagogy of vulnerability: Definitions, assumptions, and applications.
Buric, I., Sliskovic, A., Penezic, Z., (2019), “Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience”, EDUCATIONAL PSYCHOLOGY Volume: 39 Issue: 9 Pages: 1136-1155
Cambi et al., (2003). Le professionalità educative. Roma: Carocci.
Cambi, F. (2006). Abitare il disincanto. Una pedagogia per il postmoderno. Torino: UTET Università.
Crotti, M. (2013). Riconoscersi sulla soglia. Pensare la vulnerabilità per costruire la relazione educativa, Milano: Franco Angeli.
Crotti, M. (2018). Il legame tra prossimità e restituzione. In G. Mari & M. Musaio (a cura di), La sfida dell’educazione (pp. 27-36). Milano: Vita & Pensiero.
Downey, JA. (2008). Recommendations for Fostering Educational Resilience in the Classroom, Preventing School Failure: Alternative Education for Children and Youth, 53:1, 56-64, DOI: 10.3200/PSFL.53.1.56-64.
Elia, G. (2015). La complessità del sapere pedagogico tra tradizione e innovazione. Milano: FrancoAngeli
Folkman, S. (1982). "An approach to the measurement of coping". Journal of Occupational Behavior, 3(1 ), 95-107
Foucault, M. (2003). L’ermeneutica del soggetto. Corso al Collège de France (1981-1982). Milano: Feltrinelli.
Gallerani, M. (2016). L’educazione sta alla progettualità (e all’empowerment) come l’imprenditorialità sta all’economia di comunità. Metis: Eda nella contemporaneità. teorie, contesti e pratiche in Italia 2015 - Doi: 10.12897/01.00119.
Gannon, S., Hattam, R., Sawyer, W. (2018). Resisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities. Oxon: Routledge.
Gorgievski, M. J., & Hobfoll, S. E. (2008). Work can burn us out or fire us up: Conservation of resources in bunout and angagement. In R. B. Halbesleben (Ed.), Stress and burnout in health care (pp. 7–22). Hauppage, NY: Nova Sciences.
Hamaideh, S. (2011). "Stressors and Reactions to Stressors Among University Students". The International journal of social psychiatry. 57. 69-80. 10.1177/0020764010348442.
Isidori, MV., (2012). Il volto umano dell’emergenza. Implicazioni pedagogico/educative. Ricerche di Pedagogia e didattica, DO - 10.6092/issn.1970-2221/2683.
Isidori, MV., Vaccarelli, A., (2015). Pedagogia dell'emergenza, didattica nell'emergenza. I processi formativi nelle situazioni di criticità individuali e collettive. Milano: FrancoAngeli.
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., &
Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20(2), 178–187. doi: 10.1108/02683940510579803
Keet, A., Zinn, D., Porteus, K. (2009). Mutual vulnerability: key principle in humanizing pedagogy in post-conflict societies. Perspectives in Education 27 (2).
Kumpfer, K.L. (1999). Factors and processes contribuiting to resilience: The resilience framework. In M.D. Glantz & J.L.Jonhsons (Eds.) Resilience and development positive life adaptation (pp.174-224). New York: Academic/Plenum.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. doi:10.1080/00131910120033628
Lazarus, R., Averill, J., & Opton, E. (1974). "The psychology of coping: Issues of research and assessment". G. Coelhe, D. Hambugh, & J. Adams (Eds.), Coping and adaptation (pp. 249-315). New York, NY: Basic Books
Lichtman, M.; Vondal, M. T. ; Clancy, T. C.; Reed, J. H. (2018). “Antifragile communications”, IEEE SYSTEMS JOURNAL Volume: 12 Issue: 1 Pages: 659-670,
Mariani A.M., Marcolongo F., Melchiori, F., Peluso Cassese F., (2019). L’influenza di interventi di rinforzo dell’autostima sul grado di resilienza in atleti adolescenti. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva.
Mozzanica C.M. (2005). Pedagogia della/e fragilità. La transizione postmoderna dai confini della pedagogia alla pedagogia dei confini. Brescia: La Scuola.
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Ottawa, Canada: Contemporary Security Policy, 1-14. https://doi.org/10.1080/13523260.2020.1761749.
Payne, R., Todd, D., & Burke, R. (1982). "Whither stress research? An agenda for the 1980s". Journal of Occupational Behaviour, 3(1), 131-145
Piceci, L. (2020). “Manuale di Abilità informatiche e tecnologie per l’educazione e il supporto alla disabilità". Edizioni Edicusano Collana Studi psicologici – Manuali, ISBN: 978-88-3611-046-9
Polowy, B. (2017). Insegnare e apprendere da una prospettiva anti-fragile. Taboo: The Journal of Culture and Education.
Portzky, M., (2014), “Are resilience questionnaires capable of predicting burnout risk?”, Conference: 2nd World Congress on Resilience / From Person to Society Location: Timisoara, ROMANIA
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9, 1e6
Rossi, P.G., Toppano, E. (2009). Progettare nella società della conoscenza. Roma: Carocci.
Savickas, M.L. (2005). The theory and practice of career construction. In S.D. Brown e R.W. Lent: Career development and counseling.
Schick, K. (2016). Unsettling Pedagogy. Recognition, Vulnerability, and the International. In Recognition and Global Politics. Critical Encounters Between State and World, ed. Patrick Hayden and Kate Schick, 25–44. Manchester: Manchester University Press.
Shields, N. (2001). “Stress, active coping, and academic performance among persisting and nonpersisting college students”. JOURNAL OF APPLIED BIOBEHAVIORAL RESEARCH Volume: 6 Issue: 2 Pages: 65-81
Signori, G. (2017). Dell’innovazione o dell’antifragilità del dispositivo pedagogico - Atti del programma scientifico di Didamatica - ISBN 978889809146.
Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., &
Bernard, J. (2008). The brief resilience scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15(3), 194–200. doi:10.1080/10705500802222972
Smith, E. (2013). "Are Adult Educators and Learners ‘Digital Immigrants’? Examining the Evidence and Impacts for Continuing Education". Canadian Journal of University Continuing Education. 39. 10.21225/D5WP4K
Stigliz, J., Sen, A., Fitoussi, J. (2009). Report of the Commission on the Measurement of Economic Performance and Social Progress (CMEPSP).
Taleb, N.N. (2013). Antifragile. Prosperare nel disordine. Milano: ilSaggiatore.
Trethewey, Samuel P.; Reynolds, Ella K. M., (2020), “Burnout: is resilience training the solution?”, CLINICAL TEACHER Volume: 17 Issue: 1 Pages: 109-110
Ulivieri, S. (1999). Educazione e marginali. Firenze: La Nuova Italia.
UNESCO IITE (2020) -Institute for Information Technologies in Education)-Round Table at Moscow International Education Fair 2020 “Building More Resilient Education Systems: Innovative Experience and Lessons Learned during the COVID-19 Pandemic”: on line 27/04/2020 at https://iite.unesco.org/announcements/mmso-2020-en/.
Vaccarelli, A. (2017). Le prove della vita. Promuovere la resilienza nella relazione educativa. Milano: Franco Angeli.
Williamson, B.;Eynon, R.; Potter, J. (2020). “Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency”. LEARNING MEDIA AND TECHNOLOGY Volume: 45 Issue: 2 Pages: 107-114
DOI: https://doi.org/10.32043/gsd.v4i2.204
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN: 2532-3296