Educational poverty in Italy is a complex, multidimensional phenomenon influenced by “glocal” dynamics that often evade national-level data analysis. In Puglia, managing this issue is deeply tied to the inclusive potential of territories and their capacity to generate integrated, multidisciplinary educational policies. This research explores how participatory mobilization and inclusive design can foster transformative dynamics within marginalized communities. The study aims to demonstrate that valuing diversity through synesthetic pedagogical practices can empower individuals and enhance social cohesion. Adopting a Qualitative-Experimental framework within Participatory Action Research (PAR) and Community-Based Participatory Research (CBPR), the study tested the “Idrusa” Urban Game as a pedagogical prototype. The intervention utilized a four-phase PAR cycle—Diagnosis, Strategic Planning, Experimental Action and Reflective Evaluation—integrating methodologies such as G.O.P.P., World Café and the Munari method. The sample included 86 teachers from Southern Salento, potentially impacting 3,090 students. The intervention successfully transitioned teachers from passive technology users (“Explorers” or “Integrators”) to active members of a cohesive Learning Community. Key outcomes included the mitigation of teacher burnout and student retention issues through targeted support and active listening. Notably, the use of “Inclusive Synesthesia” and visual storytelling in a historical-naturalistic context (Otranto) strengthened memory and learning retention by engaging visual, auditory, and kinesthetic pathways. The study resulted in a systemic shift toward horizontal “Learning Communities”, evidenced by the total reprogramming of school activities for subsequent academic years to better address the unique needs of minors and their families.
Empowering Synesthetic Abilities for Tackling Educational Poverty and Fostering Social Cohesion in Marginalized Communities: the Case of “Idrusa” Urban Game among the Integrated Digital Education intervention in Southern Salento
corrado russoPrimo
2026
Abstract
Educational poverty in Italy is a complex, multidimensional phenomenon influenced by “glocal” dynamics that often evade national-level data analysis. In Puglia, managing this issue is deeply tied to the inclusive potential of territories and their capacity to generate integrated, multidisciplinary educational policies. This research explores how participatory mobilization and inclusive design can foster transformative dynamics within marginalized communities. The study aims to demonstrate that valuing diversity through synesthetic pedagogical practices can empower individuals and enhance social cohesion. Adopting a Qualitative-Experimental framework within Participatory Action Research (PAR) and Community-Based Participatory Research (CBPR), the study tested the “Idrusa” Urban Game as a pedagogical prototype. The intervention utilized a four-phase PAR cycle—Diagnosis, Strategic Planning, Experimental Action and Reflective Evaluation—integrating methodologies such as G.O.P.P., World Café and the Munari method. The sample included 86 teachers from Southern Salento, potentially impacting 3,090 students. The intervention successfully transitioned teachers from passive technology users (“Explorers” or “Integrators”) to active members of a cohesive Learning Community. Key outcomes included the mitigation of teacher burnout and student retention issues through targeted support and active listening. Notably, the use of “Inclusive Synesthesia” and visual storytelling in a historical-naturalistic context (Otranto) strengthened memory and learning retention by engaging visual, auditory, and kinesthetic pathways. The study resulted in a systemic shift toward horizontal “Learning Communities”, evidenced by the total reprogramming of school activities for subsequent academic years to better address the unique needs of minors and their families.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
