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La ricerca, condotta su un campione di 822 insegnanti delle scuole dell'infanzia, primaria e scuola secondaria di primo grado del territorio regionale sardo, ha l'obiettivo di indagare fattori di rischio (resistenza al cambiamento, sessismo, atteggiamento tradizionalista nell'educazione genitoriale) e fattori protettivi (percezione di autoefficacia, norme sociali e morali riguardo la parità di genere, atteggiamento positivo verso la diversità di genere) nell'adozione delle pratiche di didattica inclusiva. Sono utilizzati strumenti di indagine self report standardizzati, somministrati tramite piattaforma online nel periodo marzo-maggio 2022. Le relazioni tra le variabili sono state indagate tramite un'analisi di correlazione bivariata, regressione lineare e modelli di mediazione. I risultati permettono di evidenziare una relazione significativa tra autoefficacia, norme morali delle insegnanti e adozione delle pratiche educative inclusive, ma queste relazioni sono negativamente mediate dalla resistenza al cambiamento (paura e stress nella componente affettiva, proteste e obiezioni contro il cambiamento verso la parità). The research, conducted on a sample of 822 preschool, primary and secondary school teachers in the Sardinian regional territory, aims to investigate risk factors (resistance to change, sexism, traditionalist attitude in parenting) and protective factors (perceived self-efficacy, social and moral norms regarding gender equality, positive attitude toward gender diversity) in the adoption of inclusive teaching practices. Standardized self-report survey instruments are used, administered via an online platform during March-May 2022. Relationships between variables were investigated by bivariate correlation analysis, linear regression and mediation models. The results allow for evidence of a significant relationship between self-efficacy, teachers' moral norms, and adoption of inclusive educational practices, but these relationships are negatively mediated by resistance to change (fear and stress in the affective component, protests and objections against change toward equality).

Gender identity --- Equality --- Inclusive education.

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La ricerca, condotta su un campione di 822 insegnanti delle scuole dell'infanzia, primaria e scuola secondaria di primo grado del territorio regionale sardo, ha l'obiettivo di indagare fattori di rischio (resistenza al cambiamento, sessismo, atteggiamento tradizionalista nell'educazione genitoriale) e fattori protettivi (percezione di autoefficacia, norme sociali e morali riguardo la parità di genere, atteggiamento positivo verso la diversità di genere) nell'adozione delle pratiche di didattica inclusiva. Sono utilizzati strumenti di indagine self report standardizzati, somministrati tramite piattaforma online nel periodo marzo-maggio 2022. Le relazioni tra le variabili sono state indagate tramite un'analisi di correlazione bivariata, regressione lineare e modelli di mediazione. I risultati permettono di evidenziare una relazione significativa tra autoefficacia, norme morali delle insegnanti e adozione delle pratiche educative inclusive, ma queste relazioni sono negativamente mediate dalla resistenza al cambiamento (paura e stress nella componente affettiva, proteste e obiezioni contro il cambiamento verso la parità). The research, conducted on a sample of 822 preschool, primary and secondary school teachers in the Sardinian regional territory, aims to investigate risk factors (resistance to change, sexism, traditionalist attitude in parenting) and protective factors (perceived self-efficacy, social and moral norms regarding gender equality, positive attitude toward gender diversity) in the adoption of inclusive teaching practices. Standardized self-report survey instruments are used, administered via an online platform during March-May 2022. Relationships between variables were investigated by bivariate correlation analysis, linear regression and mediation models. The results allow for evidence of a significant relationship between self-efficacy, teachers' moral norms, and adoption of inclusive educational practices, but these relationships are negatively mediated by resistance to change (fear and stress in the affective component, protests and objections against change toward equality).

Gender identity --- Equality --- Inclusive education.

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The book illustrates and analyzes separately the relationships between language and gender and language and disability. By interlacing legal and linguistic approaches, the book aims at unraveling challenges and criticisms surrounding the use of the language which are likely to impair and violate the constitutional and supranational principle of equality and non-discrimination. Despite the variety of implications and the specifics of each language, the book chooses to hinge more broadly on the Italian and German languages, unified by being both examples of “gendered languages”.

Gender studies, gender groups --- Disability: social aspects --- Gender --- Disability --- German, Italian --- Language --- Non-Discrimination --- Diversity --- Inclusiveness

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This open access book explores the translation of children’s and Young Adult literature from a gendered perspective. By combining Translation Studies, Literary and Gender Studies, it provides original interdisciplinary analyses on a variety of literary and non-literary texts for children’s and Young Adults, translated from French, English and Spanish into Italian. It sheds new light on a research area that has so far been little investigated at international level, and especially in the Italian academic context. The book also includes a document inspired by the “Polite Code” which aims to help publishers and translators to promote inclusion, respect diversities, and adopt a gender-sensitive approach when publishing and translating for young readers. The book is the result of an AlmaIdea research project, funded by the University of Bologna.

Children’s & teenage literature studies --- Gender studies, gender groups --- Children’s Literature, Young Adults, Gender Studies, Inclusive Language, Gender Equality, LGBTQ+, Transgenderism, School Textbooks, Cultural Studies, Publishing Policies

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Each contribution provides evidences to document some areas of the media landscape that are still critical, as they are characterized by design logics that underlie male supremacy. These areas were deeply observed by the authors to reveal the mechanisms that influence the stereotyping of female identity. The studies collected in the book pertain to different thematic areas, observed through a dual lens, that of communication design and gender studies. The reflection about the representational patterns and the power of the iconic act constitutes the underlying axis of the text. Through focused observations – stock visual content, mainstream music videos, visual ageism, pictographic languages, menstruonormativity, to mention a sampling of a few – the book gives evidence to the implications and repercussions bearing on the close concatenation that is established between visibility, representativeness, and social recognition.

Design, Gender, Communication, Representation, Inequalities, Media