silvia guetta | Università degli Studi di Firenze (University of Florence) (original) (raw)

Papers by silvia guetta

In accordance with Witzum and Kotler (2000), since its birth as a state in 1948, Israel has faced... more In accordance with Witzum and Kotler (2000), since its birth as a state in 1948, Israel has faced military conflicts, years of terrorism, and daily threats. These events have led to the consideration of this reality as a special context for identifying, analyzing, and proposing clinical and educational actions aimed at dealing with trauma caused by wars and terrorism. Some researchers (Bar Tal, 2004; Salomon, 2003) consider the Israeli reality a context within which the characteristics of intractable conflict have developed. A type of conflict that has significant repercussions in the area of perception of reality, construction of society and vision of the future. In addition to examining these aspects, in the last part, the paper analyzes some models of education in emergencies developed over the years in formal and nonformal education contexts.

5 macro categories, 36 micro categories 5 macro categories, 17 micro categories 5 macro categorie... more 5 macro categories, 36 micro categories 5 macro categories, 17 micro categories 5 macro categories, 20 micro categories 5 macro categories, 20 micro categories Museum activities and service communication (1), Museum activities and service communication (2), 4 macro categories, 0 micro category 5 macro categories, no micro category 5 macro categories, no micro category 6 macro categories, no micro category Huxley, K. (2020). Content Analysis, Quantitative.

Page 1. A cura di Paolo Orefice e Vincenzo Sarracino Nuove questioni di pedagogia sociale Scritti... more Page 1. A cura di Paolo Orefice e Vincenzo Sarracino Nuove questioni di pedagogia sociale Scritti di S. Guetta, ML Iavarone P Orefice, V. Sarracino B. Schettini, M. Striano SCIENZE DELLA FORMAZIONE FrancoAngeli Page 2. Page 3. Page 4. ...

Silvia Guetta (a cura di) Saper educare in contesti di marginalità Analisi dei problemi ed esperi... more Silvia Guetta (a cura di) Saper educare in contesti di marginalità Analisi dei problemi ed esperienze di apprendimento mediato Con la collaborazione di:

La cultura dei diritti sul fronte cruciale della scuola, 2018

LA CULTURA DEI DIRITTI SUL FRONTE CRUCIALE DELLA SCUOLA Un'educazione antiliberale e razzista Il ... more LA CULTURA DEI DIRITTI SUL FRONTE CRUCIALE DELLA SCUOLA Un'educazione antiliberale e razzista Il secondo dopoguerra italiano è stato, anche per la scuola, un periodo di intensi cambiamenti, caratterizzati da un continuo intrecciarsi di volontà di rinnovamento in funzione di lasciarsi il passato alle spalle per costruire una nuova società democratica, moderna e laica, e per una continua tensione di resistenze culturali, di interessi locali nonché di offuscamento delle responsabilità politiche assunte durante il di Silvia Guetta 205 Per capire la scuola di oggi occorre ripensare a come essa si è trasformata nel tempo, passando dall'impronta ideologica antiliberale e razzista del periodo fascista, al dopoguerra, quando si è cominciato a guardare all'educazione con una prospettiva di cambiamento e rinnovamento sociale, per approdare alla scuola di tutti. Ma quella attuale è davvero la scuola di tutti, come vuole la Costituzione e come suggerisce la Dichiarazione universale del 1948, o in essa permangono, malgrado i progressi legislativi e gli ammodernamenti tecnologici, residui della passata concezione classista? Una scuola che voglia essere realmente inclusiva deve riflettere sul modo di educare e ripensare la formazione dei docenti, basandola sulla conoscenza profonda delle relazioni umane.

Berghahn Books, Dec 31, 2022

Il contributo presenta alcuni aspetti di un progetto di educazione alla pace realizzato grazie al... more Il contributo presenta alcuni aspetti di un progetto di educazione alla pace realizzato grazie alla costruzione di un partenariato locale, coordinato dal Dipartimento di Scienze della Formazione e Psicologia dell’Università, che ha coinvolto il Centro per l’UNESCO, l’Ufficio Scolastico Regionale per la Toscana, il Comune di Firenze, il Liceo Linguistico Internazionale Machiavelli-Capponi di Firenze e la Fondazione Prem Rawat Verranno quindi presentati gli elementi di didattica innovativa, caratterizzata soprattutto dalla partecipazione attiva degli studenti, che hanno permesso di formare con successo differenti target di popolazione, alla conoscenza della cultura di pace.The essay contains some features regarding a peace education project created by building a local partnership, coordinated by the Department of Education Sciences and Psychology of the University, which involved the UNESCO Centre, the Regional School Office of Tuscany, the Municipality of Florence, the International ...

Jewish institutions for children in Florence during the 19th and 20th Centuries Silvia Guetta |

La voce della pace viene dal mare L a pace inizia costruendo insieme la rotta e il percorso da fa... more La voce della pace viene dal mare L a pace inizia costruendo insieme la rotta e il percorso da fare, si realizza lavorando insieme, condividendo gli stessi spazi di vita, si concretizza comprendendo il valore e la bellezza della vita in ogni momento della nostra esistenza, si sostiene vivendo nel rispetto di se stessi e degli altri. Il testo, diviso in due parti, si apre con una riflessione sugli aspetti teorici e metodologici dell'educazione alla pace e l'analisi del progetto Sails for Peace, realizzato con giovani ed educatori israeliani e palestinesi. La seconda parte considera invece con una prospettiva internazionale esperienze di sviluppo umano, intercultura e diritti umani.

La cultura dei diritti sul fronte cruciale della scuola, 2018

Berghahn Books, Dec 31, 2022

Jewish institutions for children in Florence during the 19th and 20th Centuries Silvia Guetta |

Executive summary The context. Abuse, excuse, misrepresentation and manipulation of the history o... more Executive summary
The context. Abuse, excuse, misrepresentation and manipulation of the history of the Holocaust are far from a fringe phenomenon. They have an international dimension and considerable weight (e.g., governments that seek to minimize their historical responsibility, conspiracy theorists who accuse Jews of exaggerating their suffering for financial gain, and online users who make use of imagery and language associated with the Holocaust for political, ideological, or commercial purposes unrelated to its history). As for social media, while their rise has enabled individuals and groups to connect on a global level and to gain instant access to information and knowledge, they have also allowed dissemination and spread of hateful content, including antisemitism and Holocaust denial and distortion, at an unprecedented rate.
The problem. Although agencies and institutions concerned with Holocaust education and remembrance are well aware of the growing role of digital communication, there is little understanding of how small- and medium-sized Holocaust museums and memorials use social media to disseminate knowledge and memory of the Holocaust to the general public and to counter manipulation and distortion of Holocaust history. Both academic research and stakeholders have so far focused on the mission and practices of major Holocaust agencies, while neglecting to investigate the potential and critical issues that small and medium-sized museums and memorials face in both disseminating historical content and dealing with the phenomenon of distortion on social media.
The contribution. This project focuses on a group of Holocaust museums and memorials located in two countries – Italy and Germany – in order to investigate their use of the main social media - Facebook, Twitter, Instagram and YouTube - for the purposes of disseminating historical content, carrying out commemorative practices and countering the spread of Holocaust distortion. The project adopts an approach that conceives social media as a positive technology both for detecting good practices and for exploring critical issues in the very use of social media themselves. The approach is based on an investigative method that employs a range of quantitative and qualitative research tools. The idea is to analyse how museums and memorials use social media to expand Holocaust knowledge and memory, especially among the younger generations, and to activate groups of users and co-creators involved in user-generated content to protect the facts about the Holocaust and mitigate the challenges of distortion.
The results. The various analyses carried out in the project have revealed a number of good practices and limitations that can currently be found in the social media profiles of the surveyed museums and memorials. Furthermore, although Holocaust remembrance has become a global, transcultural phenomenon, especially within European countries, national differences also exist between different local environments. The results achieved have made it possible to identify a number of current limitations, such as a mismatch between scholarly debates and public knowledge, limited bi-directional interaction with social media users, and the provision of materials that are not generally suitable for younger generations. A number of recommendations and guidelines have also been produced, such as further expanding historical knowledge of the Holocaust, investigating users’ preconceptions and biases, promoting the digital culture of remembrance, actively involving the follower/fan communities, and networking between entities with limited resources to share good practices and plan joint activities. These are all measures that Holocaust museums and memorials may adopt to encourage the development of forms of Holocaust knowledge and remembrance that are participatory, innovative and critical.

IHRA Project Report, 2022

IHRA Report, 2022

This report aims to provide Holocaust museums and memorials with a set of guidelines and recommen... more This report aims to provide Holocaust museums and memorials with a set of guidelines and recommendations to counter the phenomenon of Holocaust distortion on social media channels. As these institutions are increasingly important bulwarks against Holocaust distortion, they have manifold opportunities for safeguarding the historical record and need help to face the challenges posed by those who distort the truth. In this light, the report highlights several actions that Holocaust memorials and museums can take to help reduce the impact of different forms of Holocaust distortion on social media. Unlike Holocaust denial - the attempt to erase the Holocaust from history - Holocaust distortion excuses, minimizes, or misrepresents the Holocaust in a variety of ways and through various media which are not always readily identifiable. While there is broad agreement that Holocaust denial is fuelled by antisemitism, Holocaust distortion is either considered a form of secondary antisemitism or manipulation of Holocaust history and its memory for various purposes. Although irresponsible and abusive history may affect any historical event, today the number of mutations and distortions of Holocaust history are growing and are progressively assuming diverse rampant forms. As there are no single, general measures against all forms of distortion, several specific actions will have to be implemented depending on the geographical or social context.