Browse by University of Northampton Authors

Article

• Farini, F., Baraldi, C. and Scollan, A. (2023) This is my truth, tell me yours. : Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions. Practice. 0950-3153.
• Farini, F., Baraldi, C. and Ślusarczyk, M. (2022) Facilitative practices to promote migrant children’s agency and hybrid integration in schools. Discussing data from Italy, Poland and England. Language and Intercultural Communication. 1470-8477.
• Farini, F., Baraldi, C. and Ślusarczyk, M. (2022) Facilitative practices to promote migrant children’s agency and hybrid integration in schools. Discussing data from Italy, Poland and England. Language and Intercultural Communication. 1470-8477.
• Farini, F. and Scollan, A. (2022) The rise of the discourse on children’s right of self-determination. The case study of Early Childhood Education and its construction of children as agents in education. Language, Discourse and Society. 10(1), pp. 13-25. 2239-4192.
• Farini, F. and Scollan, A. (2022) The rise of the discourse on children’s right of self-determination. The case study of Early Childhood Education and its construction of children as agents in education. Language, Discourse and Society. 10(1), pp. 13-25. 2239-4192.
• Farini, F. and Scollan, A. (2022) The role of trust in the positioning of Children with Migrant Backgrounds. Reflections on Teachers’ narratives from London primary schools. Equity in Education & Society. 1(1), pp. 50-63. 2752-6461.
• Farini, F., Baraldi, C. and Scollan, A. (2022) The cohesion of schools as communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of children in England and Italy. Journal of Dialogue Studies. 9, pp. 120-148. 2054-3131.
• Farini, F., Baraldi, C. and Scollan, A. (2022) The cohesion of schools as communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of children in England and Italy. Journal of Dialogue Studies. 9, pp. 120-148. 2054-3131.
• Farini, F. and Scollan, A. (2021) Between Marginalisation and Agency. Primary School Teachers’ Narratives in London and the Position of Children with Migrant Backgrounds. Migration Studies Review of Polish Diaspora. 182(4), pp. 79-96. 2081-4488.
• Farini, F. and Scollan, A. (2021) Between Marginalisation and Agency. Primary School Teachers’ Narratives in London and the Position of Children with Migrant Backgrounds. Migration Studies Review of Polish Diaspora. 182(4), pp. 79-96. 2081-4488.
• Farini, F. (2021) Now, where were we? Celebrating ten years of Language Discourse and Society doing what we do best: researching Language in Society. Language, Discourse and Society. 9(2), pp. 13-27. 2239-4192.
• Farini, F. (2021) Now, where were we? Celebrating ten years of Language Discourse and Society doing what we do best: researching Language in Society. Language, Discourse and Society. 9(2), pp. 13-27. 2239-4192.
• Farini, F. and Scollan, A. (2021) The role of trust in the positioning of Children with Migrant Backgrounds. Reflections on Teachers’ narratives from London primary schools. Equity in Education & Society. 2752-6461.
• Farini, F. and Scollan, A. (2021) From enabling environments to environments that enable : Notes for theoretical innovation at the intersection between environments, learning and children’s agency. An Leanbh Óg: The OMEP Ireland Journal of Early Childhood Studies. 14, pp. 20-39. 2009-5910.
• Farini, F. and Scollan, A. (2021) From enabling environments to environments that enable : Notes for theoretical innovation at the intersection between environments, learning and children’s agency. An Leanbh Óg: The OMEP Ireland Journal of Early Childhood Studies. 14 2009-5910. (In Press)
• Farini, F. and Scollan, A. (2021) A hope to trust. Educational leadership to support mature students’ inclusion in higher education: an experience from Surrey, England. International Journal of Leadership in Education. 24(5), pp. 717-742. 1464-5092.
• Farini, F. (2019) The paradox of citizenship education in Early Years (and beyond). The case of Education to Fundamental British Values. Journal of Early Childhood Research. 17(4), pp. 361-375. 1476-718X.
• Farini, F. and Scollan, A. (2019) In, out and through digital worlds. Hybrid-transitions as a space for children’s agency. International Journal of Early Years Education. 28, pp. 36-49. 0966-9760.
• Farini, F. (2019) From the Child to the Pupil to the Child. Trust Based on Categorical Inequalities and the Quest for Alternatives Towards a More Inclusive Education. Italian Journal of Sociology of Education. 11(3), pp. 246-264. 2035-4983.
• Farini, F. and Scollan, A. (2019) In, out and through digital worlds. Hybrid-transitions as a space for children’s agency. International Journal of Early Years Education. 28, pp. 36-49. 0966-9760.
• Farini, F. (2019) Inclusion Through Political Participation, Trust from Shared Political Engagement: Children of Migrants and School Activism in Italy. Journal of International Migration and Integration. , 1–16.
• Farini, F. (2018) Inclusion Through Political Participation, Trust from Shared Political Engagement : Children of Migrants and School Activism in Italy. Journal of International Migration and Integration. 20(4), pp. 1121-1136. 1488-3473.
• Farini, F. (2013) Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents. Journal of Peace Education. 11(1), pp. 81-100. 1740-0201.
• Farini, F. (2012) Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps. International and Multidisciplinary Journal of Social Sciences. 1(2), pp. 163-192. 2014-3680.

Book Section

• Farini, F. (2022) Pedagogical leadership in Italian Early Childhood Education settings: Managing conflicts while facilitating participative decision-making. In: Sakr, M. and O'Sullivan, J. (eds.) Pedagogical Leadership in Early Childhood Education :. London: Bloomsbury Academic. pp. 129-138.
• Farini, F. (2022) Pedagogical leadership in Italian Early Childhood Education settings: Managing conflicts while facilitating participative decision-making. In: Sakr, M. and O'Sullivan, J. (eds.) Pedagogical Leadership in Early Childhood Education :. London: Bloomsbury Academic. pp. 129-138.
• Farini, F. and Scollan, A. (2021) Meanings and Methods of Pedagogical Innovation. In: Farini, F., Claudio, B. and Joslyn, E. (eds.) Promoting Children's Rights in European Schools. Intercultural Dialogue and Facilitative Pedagogy :. London: Bloomsbury Academic.
• Farini, F. and Scollan, A. (2021) Meanings and Methods of Pedagogical Innovation. In: Farini, F., Claudio, B. and Joslyn, E. (eds.) Promoting Children's Rights in European Schools. Intercultural Dialogue and Facilitative Pedagogy :. London: Bloomsbury Academic.
• Farini, F. (2019) As a Conclusion, to the Future: A Discussion on Trust, Agency and the Semantics of Rights in Intergenerational Relationships. In: Farini, F. and Scollan, A. (eds.) Children’s Self-determination in the Context of Early Childhood Education and Services : Discourses, Policies and Practices. Amsterdam: Springer. pp. 267-280.
• Farini, F. (2017) School Activism : the meanings of political participation of young migrants in Italian schools. In: Race, R. (ed.) Advancing Multicultural Dialogues in Education :. London: Palgrave Macmillan Ltd.. pp. 87-105.
• Farini, F. (2017) School activism: the meanings of political participation of young migrants in Italian schools. In: Race, R. (ed.) Advancing Multicultural Dialogues in Education. London: Palgrave Macmillan. pp. 87-105.
• Farini, F. The Child, the Pupil, the Citizen: Outlines and Perspectives of a Critical Theory of Citizenship Education. In: Baraldi, C. and Cockburn, T. (eds.) Theorising Childhood : Citizenship, Rights, and Participation. London: Palgrave Macmillan Ltd.. pp. 187-213.

Book

• Farini, F., Baraldi, C., Joslyn, E., Scollan, A., Iervese, V., Conti, L. and Ballestri, C. (2021) Promoting Children's Rights in European Schools : Intercultural Dialogue and Facilitative Pedagogy. London: Bloomsbury Academic. 9781350217782.
• Farini, F., Baraldi, C., Joslyn, E., Scollan, A., Iervese, V., Conti, L. and Ballestri, C. (2021) Promoting Children's Rights in European Schools : Intercultural Dialogue and Facilitative Pedagogy. London: Bloomsbury Academic. 9781350217782.

Monograph

• Farini, F., Scollan, A., Baraldi, C., Ballestri, C., Iervese, V. and Conti, L. (2018) Erasmus + SHARMED Final Research Report.

Conference or Workshop Item

• Farini, F. and Scollan, A. (2018) Children as storytellers. Migrant narratives in primary schools. Invited Presentation presented to: International Sociological Society (ISA) XIX World Congress of Sociology, Toronto, Canada, 15-21 July 2018.
• Farini, F. and Scollan, A. (2018) Narratives of refusal, narratives of engagement, narratives of organisation. School activism as citizenship-in-practice for young refugees and migrants in Italy. Invited Presentation presented to: International Sociological Society (ISA) XIX World Congress of Sociology, Toronto, Canada, 15-21 July 2018.
• Farini, F., Scollan, A. and Bass, L. (2018) The position of childhood in society at the intersection of discourses on rights, power and intergenerational relationship. Thirty years after the United Nation Convention on the Right of the Child. Other presented to: International Sociological Society (ISA) XIX World Congress of Sociology, Toronto, Canada, 15-21 July 2018.
• Farini, F. and Scollan, A. (2018) In and out digital worlds. Hybrid-transitions as a space for children’s agency: case-studies from Early Years settings in Boston and London. Invited Presentation presented to: European Sociological Association Research Network 04 (ESA RN04): Sociology of Children and Childhood Conference, Instituto de Ciências Sociais, Lisbon, 23-25 May 2018.
• Farini, F., Scollan, A. and Mia, S. (2017) The polyphonic classroom. Dialogic teaching and the empowerment of children as coordinators of educational interactions. Paper presented to: International Association for Dialogue Analysis (IADA) Conference 2017, University of Bologna, Italy, 2017-10-11.
• Farini, F., Scollan, A. and Mia, S. (2017) The polyphonic classroom. Dialogic teaching and the empowerment of children as coordinators of educational interactions. Paper presented to: International Association for Dialogue Analysis (IADA) Conference 2017, University of Bologna, Italy, 2017-10-11.
• Farini, F. and Scollan, A. (2017) Fighting disadvantage as cultural colonization. A critical analysis of the English discourse on Early Years Education, social class and achievement. Paper presented to: 13th Conference of the European Sociological Association (ESA 2017): (Un)Making Europe: Capitalism, Solidarities, Subjectives, Athens, Greece, 29 August - 01 September 2017.
• Farini, F. and Scollan, A. (2017) School activism. The meanings of political participation of young migrants in Italian schools. Panel Presentation presented to: 13th Conference of the European Sociological Association (ESA 2017): (Un)Making Europe: Capitalism, Solidarities, Subjectives, Athens, Greece, 29 August - 01 September 2017.
• Farini, F. (2017) Children as storytellers. Using photographs to facilitate narratives in the classroom, promoting respect of cultural differences and intercultural dialogue. Panel Presentation presented to: International Association for Intercultural Education (IAIE) Conference 2017, Université Catholique de l'Ouest, Angers, France, 13-17 June 2017.

Honorary role

• Farini, F. (2017) Reviewer for Coopération européenne dans le domaine de la recherche Scientifique et Technique (COST, European Co-operation in the Field of Science and Technology) framework. European Commission.

Other

• Fawdon, J., Winter, A., Cousens, D., Horton, J., Dann, C., Farini, F., Khatri, R., Lumsden, E., Maunder, R., Murray, J. and Ward, A. (2020) Research and Enterprise in FHES: celebration video. University of Northampton.