Profile
Professor Farini takes pride in the commitment to a positive impact on communities that characterises his research and teaching. Since 2003, he has been researching and developing training opportunities within projects supported by European and National Agencies, and regional and Local Authorities. His research concerns the inclusion of migrant children and young people in education, youth subcultures, and cultural studies, migrant-friendly services, conflict management, intercultural education, client-centred interpreting in healthcare and education, and the role of digital media in the diffusion of knowledge.
Publications
Farini, F., Scollan, A. 2023. Pedagogical Innovation for Children's Agency in the Classroom. Building Knowledge Together. London: Palgrave Macmillan
Farini, F., Baraldi, C., Joslyn, E. (Eds). 2021. Promoting Children's Rights in European Schools. Intercultural Dialogue and Facilitative Pedagogy. London: Bloomsbury.
Farini, F., Scollan, A. (Eds.). 2019. Children’s Self-determination in the Context of Early Childhood Education and Services. Discourses, Policies and Practices. Amsterdam: Springer
Farini, F., Scollan, A. 2025. A critical comparison between democratic, neo-Vygotskyian and dialogic pedagogies. Pedagogy, Culture & Society
Farini, F., Scollan, A. 2025. Solving the Paradox: the Social Semantics of Children’s Right f Self-Determination. SOCIUM, 2 (1): 5-23.
Farini, F., 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: 2022-2035; https://doi.org/10.1111/chso.12865
Farini, F., Baraldi, C., Scollan, A. 2023. This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions. Practice: Contemporary Issues in Practitioner Education, 5 (1): 4-26.
Farini, F., Baraldi, C., & M. Ślusarczyk. 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, 23 (2): 151-166
