The experimental (Dewey, 1961), descriptive-transformative (Cox et al., 2011) multi-method (Ogbu et al., 1996) study of the flipped inclusion model, carried out at the University of Salerno stemmed from a reflection on the perturbed (Dewey, 1961), complex (Morin, 1993) and liquid (Bauman, 2003) of knowledge society (Castells, 1997). The study design comprised two research contexts - general and situational. Each research context was sub-divided in three levels: macrosystemic level (inter-institutional), mesosystemic level (university course or school); microsystemic level (class context) (Bronfenbrenner, 2002). Methodologically, a didactic transposition of system learning was carried out (Alberici, 2002). The research data collected and analyzed has highlighted the importance of the impact of teaching and the simplex (Sibilio, 2014) planning towards an integrated educational system to promote empowerment (Hawks, 1992) that are socio-contextual and transformative in nature (Corona, De Giuseppe, 2016) of inclusive identity profiles and ecological contexts (Bronfenbrenner, 2002), starting from the microsociety class.

Flipped Inclusion, Between Didactic Research and University Teaching for Lifelong Learning

De Giuseppe, tonia
;
IANNIELLO, ANNALISA;Corona Felice
2019

Abstract

The experimental (Dewey, 1961), descriptive-transformative (Cox et al., 2011) multi-method (Ogbu et al., 1996) study of the flipped inclusion model, carried out at the University of Salerno stemmed from a reflection on the perturbed (Dewey, 1961), complex (Morin, 1993) and liquid (Bauman, 2003) of knowledge society (Castells, 1997). The study design comprised two research contexts - general and situational. Each research context was sub-divided in three levels: macrosystemic level (inter-institutional), mesosystemic level (university course or school); microsystemic level (class context) (Bronfenbrenner, 2002). Methodologically, a didactic transposition of system learning was carried out (Alberici, 2002). The research data collected and analyzed has highlighted the importance of the impact of teaching and the simplex (Sibilio, 2014) planning towards an integrated educational system to promote empowerment (Hawks, 1992) that are socio-contextual and transformative in nature (Corona, De Giuseppe, 2016) of inclusive identity profiles and ecological contexts (Bronfenbrenner, 2002), starting from the microsociety class.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4724443
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