26-28 June - Transversal competences in education and training: from discourses to practices

Keynote speakers

We are pleased to present the invited keynote speakers Their expert insight will provide us with an opportunity to consider the topic of soft skills critically, constructively, and innovatively.

Jessica McCrory Calarco

University of Wisconsin-Madison

Jessica Calarco is an Associate Professor of Sociology at the University of Wisconsin-Madison. Her research uses qualitative and mixed methods to reveal the power of privilege in families and schools and the myths that justify that power.

Calarco is the recipient of numerous early career, teaching, and publication awards. Her first book, "Negotiating Opportunities: How the Middle Class Secures Advantages in School," received the Pierre Bourdieu Award for best book in the Sociology of Education. Her most recent book, "Qualitative Literacy: A Guide to Evaluating Ethnographic and Interview Research," won the Outstanding Publication Award for best book in Methodology. Calarco is also the author of "A Field Guide to Grad School: Uncovering the Hidden Curriculum," and her fourth book, "Holding It Together: How Women Became America's Social Safety Net," will be published in 2024 with Penguin Random House.

As an active public scholar, Calarco not only publishes her work in prestigious academic journals, including the American Sociological Review, the Annual Review of Sociology, the American Educational Research Journal, Educational Researcher, and Social Psychology Quarterly, but has also written for high-profile media outlets, including the New York Times, the Washington Post, the Atlantic, Inside Higher Ed, CNN, and NBC News.

Christine Künzli David and Federica Valsangiacomo

Pädagogische Hochschule der Fachhochschule Nordwestschweiz

Prof. Dr. Christine Künzli David trained as a primary school teacher and later studied education, psychology, and general ecology at the University of Bern. From 1997 to 2007, she worked as a research assistant at the "Interfakultären Koordinationsstelle für Allgemeine Ökologie (IKAÖ)" at the University of Bern. From 1998 to 2004, she worked as a lecturer at various teacher training institutes. From 2004 to 2007, she co-managed the research sector "Education and Sustainable Development" at the institute preceding PH FHNW, and in 2008, she took over the chair of "Bildungstheorien und interdisziplinerer Unterricht" at PH FHNW. As the chair director, she worked for several years on the topic of interdisciplinary teaching and, along with her team, developed the concept of cross-curricular teaching. Her research focuses on education in the context of sustainable development and teaching in the first cycle (Zyklus 1). Since 2021, she has been directing the "Kindergarten-/Unterstufe (IKU)" Institute at PH FHNW, which has identified cross-curricular teaching as a specific focus of the institute.

Federica Valsangiacomo (M.Sc.) studied educational sciences with a specialization in educational psychology and early childhood education and counseling at the University of Fribourg (CH). For over 10 years, she has been teaching and conducting research at the PH FHNW. Her primary focus is on education in the context of sustainable development and on inter- and transdisciplinarity, particularly issues related to interdisciplinary and transdisciplinary education and the design of interdisciplinary and transdisciplinary processes. She personally oversaw the development of the concept of cross-curricular teaching. Since 2021, she has taken on the interim direction of the chair "Bildungstheorien und interdisziplinärer Unterricht" and the "BNE-LAB" (ESS-LAB) at the institute. In her doctoral thesis, which is nearing completion, she analyzes decision-making processes in the context of sustainable development.

Chrysi Rapanta

Universidade Nova de Lisboa

Dr. Chrysi Rapanta works as a Senior Researcher and Invited Assistant Professor at the Faculty of Social Sciences and Humanities of the Universidade Nova de Lisboa, Portugal She has a Phd in Communication from the Università della Svizzera italiana, focusing on e-learning design and development. She has worked and lived in Greece, Spain, Switzerland, United Arab Emirates and Portugal. Her background is highly interdisciplinary combining the fields of Communication, Philosophy, and Education. Since 2015, she has been conducting research at the Laboratory of Argumentation, Cognition and Language of the NOVA Institute of Philosophy. A great part of her work focuses on teaching teachers of different levels and disciplines about concrete methods and tools that can be applied to foster the development of critical thinking skills among their students. Her work has been extensively published in prestigious scientific journals such as the Review of Educational Research, Teaching and Teacher Education, British Journal of Educational Technology, and Educational Psychology Review. She has been the principal researcher in several national and international research projects focusing on topics related to dialogic and argument-based teaching, digital education, active citizenship, and cultural literacy. Her name appears in the World's Top 2% Scientists List for 2021, supported by Scopus.

Gian Piero Quaglino

Università di Torino, IPAP

Prof. Gian Piero Quaglino is an eminent contemporary psychologist who has made pioneering contributions to the field of psychology. He worked for over thirty years as a Full Professor of Social Psychology, Dynamic Psychology, and Educational Psychology at the University of Turin, where he also served as the Faculty’s Dean from 2003 to 2008. In 2014, he founded the Institute of Analytical Psychology and Psychotherapy (IPAP) within the School of Psychotherapy, where he directs the School of Continuing Education, organizing seminars on adult life and personal development.

Quaglino is a prolific author of essays, manuals, and texts that blend literature and non-fiction. He is well-known for his publications on education and leadership, including "Fare Formazione" (1985; new edition 2005), "Leadership" (1999), "La scuola della vita, Manifesto della Terza formazione" (2011) and Formazione. I metodi” (2014). As an expert scholar of C.G. Jung's thinking, he has edited collections of aphorisms and published works in collaboration with other authors in the field of Jungian psychology. His dedication to exploring the depths of the human psyche has made him a prominent figure in contemporary psychology.