PEDAGOGIA DELLA VITA QUOTIDIANA

(in ordine per autore)

Bolognesi I., Dalledonne Vandini C., (2021), "La correction des devoirs à la maison : une recherche ethnographique avec des mères et des enfants en Italie", in La revue internationale de l'éducation familiale, n.49 (1), pp. 201-221.https://shs.cairn.info/revue-la-revue-internationale-de-l-education-familiale-2021-1-page-201?lang=fr

Caronia L.,  Colla V. (2024),  “Shaping a moral body in family dinner talk: Children's socialization to good manners concerning bodily conduct.” Appetite, 1(199):107502 https://doi.org/10.1016/j.appet.2024.107502.

Caronia L.,  Colla V., ( 2024), I compiti a casa. Linguaggio e apprendimento quando la scuola entra in famiglia. Milano: Raffaello Cortina Editore. Collana: Pedagogie dello sviluppo. https://www.raffaellocortina.it/scheda-libro/letizia-caronia-vittoria-colla/i-compiti-a-casa-9788832856613-4263.html

Caronia L.,  Colla V. (2023), “Beyond school-related learning: Parent-child homework talk as a morality building activity.” Learning, Culture and Social interaction, 43: 100778. https://doi.org/10.1016/j.lcsi.2023.100778.

Caronia L.,  Colla V.,  Bolognesi I. (2023), “When school language and culture enter the home: testing children as a ‘school-aligned’ parental activity.” Civitas Educationis. Education, Politics and Culture, XII(1): 157-177. https://universitypress.unisob.na.it/ojs/index.php/civitaseducationis/article/view/1576

Caronia L., Ranzani F., Colla V. (2023), “Pursuing understanding or engaging the patient? “Making the body speak” as a dilemma-overcoming practice in triadic primary care visits with unaccompanied foreign minors.” In A Pragmatic Agenda for Healthcare. Fostering inclusion and active participation through shared understanding, a cura di Sarah Bigi e Maria Grazia Rossi, pp. 144-170. Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/pbns.338.06car.

Caronia L.,  Ranzani F. (2021),  “L’inatteso pedagogico nella visita pediatrica: le dimensioni epistemica e deontica del chiedere, dare e ricevere consigli.” Studium Educationis, 2021, 2, pp. 77 – 86.

Caronia L., Colla V. (2021), “Objects that matter: The hybrid and distributed agency in parent-assisted homework interactions.” Dialogic Matters. Interrelating Dialogue, the Material, and Social Change. Special issue of Language and Dialogue 11(1), pp. 8-34.  https://www.sciencedirect.com/science/article/pii/S2210656123000946

Caronia L., Colla V., Galatolo R. (2021), “Making unquestionable worlds: Morality building practices in family dinner dialogues.” In Language and interaction at home and school, ed. by Letizia Caronia, 87-120. Amsterdam/Philadelphia: John Benjamins. https://cris.unibo.it/handle/11585/830009

Caronia L. ( 2020), “Pedagogia della vita quotidiana. Ovvero: come costruiamo i mondi a cui apparteniamo.” in: Aver cura dell’esistenza. Studi in onore di Vanna Iori, Milano: FrancoAngeli, pp. 53 – 62.

Caronia L., Galatolo, R. (2018), “Morality at dinnertime: the sense of the Other as a practical accomplishment in family interaction”, «discourse & society», 2018, 29, pp. 43 – 62.

Caronia L., Ranzani F.,  Colla V., Demozzi S.,  Benericetti S. (2023), “Polyphony in the pediatric clinic: Parents reporting teachers’ talk as a resource for building deontic and epistemic (dis)alliances among caregivers.” Discourse Studies, 0(0) https://doi.org/10.1177/14614456231184087 

Nasi N.,  Colla V., ( 2024),  “Children’s invoking of school rules in directive sequences with adults at home and school: mobilizing the teacher and school artefacts as authoritative sources.” Text & Talk, 2024, aop: 1-24. https://doi.org/10.1515/text-2023-0101.

Colla V.  (2024), La cultura nelle parole di tutti i giorni: per una pedagogia della vita quotidiana. Como – Pavia: Ibis. Collana: Formazione E Cultura. https://cris.unibo.it/handle/11585/994612

Colla V. (2024), “Fare i compiti a casa con i genitori: riflessioni per la prassi educativa e didattica degli insegnanti.” Annali online della Didattica e della Formazione Docente, 16(18), pp. 44-62 https://cris.unibo.it/handle/11585/1004996

Colla V.,  Margutti P.,  Urlotti D., Barbieri Valeria. (2024). ““The oncologist told me”: Reported speech as a patients’ resource to volunteer concerns in oncological visits.” Journal of Pragmatics, 229: 1-18. https://doi.org/10.1016/j.pragma.2024.06.001 

Colla V.,  Nasi N., ( 2024), “Linguaggio e socializzazione: interazioni quotidiane in famiglia e a scuola.” In CLUB Working Papers in Linguistics, a cura di Simone Mattiola e Maja Miličević Petrović, pp. 153-174. Bologna: CLUB Università di Bologna https://cris.unibo.it/handle/11585/999502

Lehner-Mear R., Colla V. ( 2024), “Crossing the line? Exploring situated, interactional negotiations of parental involvement in primary homework in England and Italy.” British Educational Research Journal, 00:1–23. https://doi.org/10.1002/berj.4046.

Colla V. (2023), ““Doing being an involved parent”: Practices for building the family-school partnership in parent-child homework dialogues.” Language and Dialogue, Special Issue “Practices of Dialogue – Dialogues in practice”, 13(2): 277–299. https://doi.org/10.1075/ld.00150.col.

Colla V. (2023), ““The teacher said that at school”: Negotiating epistemic and deontic rights in parent-child homework conversations.” Studium Educationis, XXIV(2): 14-28. https://doi.org/10.7346/SE-022023-02.

Colla V. (2023), “More than learning. Parent-assisted homework as an arena for moral education.” Civitas Educationis. Education, Politics and Culture, XII(2): 153-172. https://cris.unibo.it/handle/11585/969698

Colla V. (2023), Education in everyday family life. Language, culture, and morality in homework interactions. Pisa: Edizioni ETS. Collana: Education. https://cris.unibo.it/handle/11585/953808

Colla V.( 2023),“‘Teacher Martina wants you to write in cursive’: Parents invoking school morality in directive sequences during homework.” Research on Children and Social Interaction, Special Issue “Talking to and about children”, 7(1), pp. 65–91. https://doi.org/10.1558/rcsi.23595.

Colla V. (2022,) “Costruire l’alleanza scuola-famiglia nelle interazioni tra genitori e figli durante i compiti a casa: adottare lo “sguardo valutativo dell’insegnante” come pratica interattiva.” In La formazione degli insegnanti: problemi, prospettive e proposte per una scuola di qualità e aperta a tutti e tutte. Atti del Convegno SIPed (Junior Conference), Roma, 27-29 Gennaio 2022, pp. 167-170. https://cris.unibo.it/handle/11585/994314

Colla V. (2022), “Don’t complain and do it properly”: ‘Pedagogicalized parents’ and the morality of doing homework.” Rivista Italiana di Educazione Familiare, 20(1), pp. 211-228.  https://cris.unibo.it/handle/11585/953811

Colla V. (2021) “Pedagogia della vita quotidiana in famiglia: l’inattesa rilevanza educativa delle interazioni ordinarie tra genitori e figli.” Studium Educationis, XII, 2: pp. 103-112. https://cris.unibo.it/handle/11585/883611

Colla V. (2021), “Pedagogia della vita quotidiana: Educazione al valore morale del tempo nelle conversazioni tra genitori e figli durante i compiti a casa.” La Responsabilità della Pedagogia nelle Trasformazioni dei Rapporti Sociali. Storia, Linee di Ricerca e Prospettive. Atti del Convegno SIPED, Milano, 14 – 16 Gennaio 2021.

Colla V. (2020), “You should have done it earlier”: The morality of time management in parent-child homework interactions, Civitas Educationis, vol. 9, n. 2, pp. 103-120.  https://cris.unibo.it/handle/11585/883616

Colla V., Caronia L. (2020),  “Pratiche di (dis)alleanza: la rilevanza della socio-materialità nelle interazioni tra genitori e figli durante i compiti a casa”, In 30 anni dopo la Convenzione ONU sui diritti dell’infanzia. Quale pedagogia per i minori? Atti del Convegno SIPED Palermo 2019, pp. 1439-1450. 

Lorenzini S. (2025), Amicizie inter-generi e inter-culturali. Fuori dai pregiudizi un antidoto alla violenza, in Dello Preite F., Gheno V. (a cura di), Altre prospettive sulla violenza di genere. Sguardi multidisciplinari per la prevenzione e il contrasto, FrancoAngeli, Milano, pp. 193-205.  https://cris.unibo.it/handle/11585/1007225