ESL Method

ESL (Episodes of Situated Learning) is a method that involves the enhancement of the informal education contexts; priority of attention to practices for the appropriation of learning tools; inversion of the role and timing of access to information, highlighting the role of problem-solving, discussion, metacognitive reflection and development of the student’s forecast strategies. The literature drawn is an integral and necessary part of the educational module.
The aims of the specific project are aimed at informing and sensitizing, especially the new generations, the issues of economic violence that many women often suffer in the indifference and ignorance of civil society. The use of literature designed to narrate prevarication events, even within the family, can contribute to a “change of vision”. To improve greater awareness for young generations linked to bias that constitutes, not only a vulnus towards women but produce a delay on development dynamics for the economy of a country. Due to its visual immediacy and the ability to tell images, the comic strip is suitable for contributing to this shared purpose. The graphic novel of reference is titled “The rule of emptiness”, inspired by the real “testimony” of a woman who, while working, was “expropriated” by her husband from checking her bank account and her possessions.
Therefore, the victim of economic violence is experiencing a mood of frustration, of anguish (he has a small child), of impotence. Paralysis of the mind that exposes it to the terrible danger of the existential void. Starting from this graphic novel, psychologists, economists, educational experts, dozens of young designers, have created an EAS with facilitated references and research to interpret, inform and better study the phenomenon of the economic and existential gap of women in our society.

Graphic novels and illustrations are the basis of a project that also contains:

1. A form of comments required of children who will have to “interpret” the drawings
(Annex 1)

2. The conceptual map
(Annex 2)

3. Link on in-depth analysis of economic literacy to combat violence against women
(Annex 3)

4. Links of historical reference documents
(Annex 4)

5. Timeline, Applet and Writer available (Annex 5) that can be used for carrying out the EA
(Annex 5)

6. Summary description of activities related to cooperative learning
(Annex 6)

7. Credits and references of graphic novel authors, illustrations and specialists
(Annex 7)

The documents containing the ESL topics will be made available free of charge and easily downloadable from dedicated links and accurately reported in the instructions of this new teaching tool. At the moment, a full beta version of content is provided but without graphic appeal. In September, they will be graphed to make them suitable for the participants. (Ex: the questionnaire to give to the children etc.) and the didactic proposal will be tested in a secondary school. By autumn, the full version will be available for download from the reference sites.



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