Northampton Electronic Collection of Theses and Research

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Number of items: 37.

Article

  1. Farini, F. and Scollan, A. (2025) A taxonomy of trust in education : With a lens to magnify the limitations of hierarchical foundations of trust, and a key to solve the puzzle of children’s trust in teaching. Global Studies of Childhood. , pp. 1-13. 2043-6106.
  2. Farini, F. and Scollan, A. (2025) Environments: tools of the educational trade or networked spaces of learning? : Reflections at the intersection between learning environments and intergenerational relationships. Children’s Geographies. , pp. 1-16. 1473-3285.
  3. Farini, F. and Scollan, A. (2025) Facilitation of children’s agency as dialogic education: examples from practice and reflection on practice, including a critical comparison with neo-vygotskian methodologies. Contemporary Issues in Practitioner Education. , pp. 1-19. 2578-3866.
  4. Farini, F. and Scollan, A. (2025) A critical comparison between democratic, neo-Vygotskian and dialogic pedagogies. Pedagogy, Culture and Society. , pp. 1-22. 1468-1366.
  5. Farini, F. and Scollan, A. (2025) Solving the Paradox: The Social Semantics of Children’s Right of Self-Determination. Socium. 2(1), pp. 5-23. 3006-7197.
  6. Farini, F. and Scollan, A. (2024) How do childhood and children’s rights mean what they mean? Innovating the debate around the social semantics of childhood and children’s rights through an interdisciplinary approach. Children & Society. 38(6), 2022 - 2035. 0951-0605.
  7. 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. 5(1), pp. 4-26. 0950-3153.
  8. 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.
  9. 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.
  10. 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.
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. 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)
  18. 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.
  19. 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.
  20. 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.

Book Section

  1. Scollan, A. and Farini, F. (2024) Leading engagement and learning in, out and between digital and non-digital interactions. In: Longo, A. and Guarcello, E. (eds.) School Children and the Challenge of Managing AI Technologies : Fostering a Critical Relationship through Aesthetic Experiences. Routledge.
  2. Farini, F. and Scollan, A. (2023) Observing Migrant Children : Shifting the Frame from Linguistic Deficit to Display of Agency. In: Osgood, J. (ed.) Postdevelopmental Approaches to Childhood Research Observation :. London: Bloomsbury Academic. pp. 107-126.
  3. Farini, F., Amadasi, S., Murray, J., Scollan, A. and Ślusarczyk, M. (2023) Participation and hybrid integration in primary and secondary schools. In: Baraldi, C. (ed.) Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools : Researching Hybrid Integration. Abingdon: Routledge, Taylor & Francis Group. pp. 98-121.
  4. 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.
  5. 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.
  6. 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.

Book

  1. 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.
  2. 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

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

Conference or Workshop Item

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
This list was generated from NECTAR on Wed Mar 4 10:37:13 2026 GMT.