Digital Technologies and Socialization. Notes from the SMILEY Project

• Authors: Grzegorz J. Kaczyński , Augusto Gamuzza

Abstracts

EN

The lively debate about the socialization and in specific way about the exclusion practices in schools all over Europe Union imposes the necessity of framing new forms of peaceful interactions between nonhomogeneous social groups. Starting form this core issues, this awareness has been rooted into an actionresearch project named SMILEY, (Social Mindedness In LEarning CommunitY, funded under the Lifelong Learning Programme-Comenius, and carried out from January 2011 to December 2012). SMILEY wants to present an “exit strategy” based upon the centrality of the social dimension of development, expressed by values, social cohesion, solidarity and respect for gender equality: examples of what “social mindedness” means for the European society. This target was achieved through an integrated system of “online” and “offline” activities catalysed by an elearning platform hosting an ERPG (Educational RolePlaying Game) named “YourTown” connecting students and teachers from the partner countries: Italy, Turkey, Poland, Romania and the United Kingdom. SMILEY project shed a light upon some interesting remarks in order to better understand the

Keywords

EN

digital technology; socialization; school environment; European project

• Publisher: Wydawnictwo Adam Marszałek
• Journal: Kultura i Edukacja
• Year: 2014
• Issue: 6(106)
• Pages: 122-143

Dates

published

2014

Contributors

author

Grzegorz J. Kaczyński

• University of Szczecin
• University of Catania

author

Augusto Gamuzza

• University of Catania

References

• Agnich L.E., Miyazaki Y., A Multilevel CrossNational Analysis of Direct and Indirect Forms of School Violence, “Journal of School Violence” 2013, Vol. 12, Issue 4.
• Children Voices. Interethnic Violence in the School Environment, Z. Medarić, M. Sedmak (eds.), Koper 2013.
• Daher L.M, Giovani identita in transizione. Il ruolo delle appartenenze ai gruppi sociali nella socializzazione alla cooperazione, Contributo teorico al progetto SMILEY [Young Identities in Transition. The Role of Belonging to Social Groups into the Socialization to Cooperation. Contribution to the SMILEY Project], “Annali della Facolta di Scienze della Formazione” (Catania) 2012, No. 11.
• Delli Zotti G., Urpis O., Educational Institutions in the Face of Multiculturalism: Problems and Solutions to Interethnic Violence in Italian Schools [in:] Children Voices. Interethnic Violence in the School Environment, Z. Medarić, M. Sedmak (eds.), Koper 2013.
• Esoh E., Discriminatory Bullying. A New Intercultural Challenge, Milano 2013.
• Fiske S.T., Yamamoto M., Coping with Rejection: Core Social Motives, Across Cultures [in:] The Social Outcast: Ostracism, Social Exclusion, Rejection, and Bullying, D.Williams, J.P.Forgas, W. von Hippel (eds.), New York 2005.
• Gamuzza A., Dinamiche educative e orientamento sociale fra i giovani europei. Il Progetto di ricerca SMILEY (Social Mindedness In LEarning communitY) [Education Dynamics and Social Orientation among Young Europeans. The SMILEY Research Contribution to the SMILEY Project], “Annali della Facolta di Scienze della Formazione” (Catania) 2011, No. 10.
• Gamuzza A., Tecnologie digitali e socializzazione a scuola: un fertile connubio in prospettiva sociologica, Contributo teorico al progetto SMILEY, [Digital Technologies and Socialization: A Fertile Union in Sociological Perspective. Contribution to the SMILEY Project], “Annali della Facolta di Scienze della Formazione” (Catania) 2012, No 11.
• Jimerson S.R., Swearer S.M., Espelage D.L., Handbook of Bullying in Schools, An International Perspective, New York 2010.
• Kaczyński G.J., Modelli di interdipendenza degli attori sociali e la socializzazione nelcontesto familiare, Contributo teorico al progetto SMILEY [Models of the Interdependence between Social Actors and the Socialization in Family Context. Contribution to the SMILEY Project], “Annali della Facolta di Scienze della Formazione” (Catania) 2012, No. 11.
• Leonora A.M., Social Mindedness – Forma mentis socialis. Dinamiche di relazione e capitale sociale, Contributo teorico al progetto SMILEY [Social Mindedness. Relational Dynamics and Social Capital. Contribution to the SMILEY Project], “Annali della Facolta di Scienze della Formazione” (Catania) 2012, No. 11.
• Limber S.P., The Olweus Bullying Prevention Program: An Overview of Its Implementation and Research Basis [in:] Handbook of School Violence and School Safety: From Research to Practice, S.R. Jimerson, M.J. Furlong (eds.), Mahwah (NJ) 2006.
• Olweus D., Bullying at School: What We Know and What We Can Do, New York 1993.
• Olweus D., Limber S.P., Olweus Bullying Prevention Program Teacher Guide, Center City (MN) 2007.
• Stavrinides P., Tsivitanou A., Nikiforou M., Hawa V., Tsolia V., Longitudinal Associations Between Bullying and Children’s Preference for Television Violence, “International Journal of Criminology and Sociology” 2013, No. 2.
• Sung Hong J., Espelage D.L., A Review of Research On Bullying And Peer Victimization In School: An Ecological System Analysis, “Aggression and Violent Behavior” July–August 2012, Vol. 17, Issue 4.
• The Impact of Comparative Education Research on Institutional Theory. International Perspective on Education and Society, D.P. Baker, A.W. Wiseman (eds.), London
• Tolsma J., Van Deurzen I., Stark T.H., Veenstra R., Who Is Bullying Whom in Ethnically Diverse Primary Schools? Exploring Links between Bullying, Ethnicity, and Ethnic Diversity in Dutch Primary Schools, “Social Networks” January 2013, Vol. 35, Issue 1.
• Williams L.M., Peguero A.A., The Impact of School Bullying on Racial/Ethnic Achievement, “Race and Social Problems” December 2013, Vol. 5, Issue 4

Identifiers

DOI

10.15804/kie.2014.06.07

Biblioteka Nauki

2048352