PHYSIOGNOMY

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Publications

The program’s publications include reports, presentations, books, and some journal articles.

Types of Publications

  • Instructional Materials: The majority of the program’s publications are developed as instructional materials intended for use within each smaller network of schools in a specific region. These materials are designed to address specific educational needs and contextual realities, ensuring that they are highly relevant and effective for the intended audience.
  • Reports and Presentations: Regular reports and presentations are created to document the outcomes, strategies, and best practices developed within the program. These documents are shared during the program’s workshops and community meetings, providing valuable insights and fostering collaboration among teachers and coordinators.
  • Books and Manuals: Occasionally, more comprehensive publications such as books and manuals are produced in a few copies. These resources provide in-depth guidance on implementing the program’s methodologies and principles. They are distributed exclusively within the program’s networks and used as reference materials by teachers and coordinators.
  • Journal and News Articles: To contribute to the broader educational discourse, some authors have decided freely to publish findings and innovations from the program in academic journals, educational magazines, or various news outlets. These articles, starting from the program’s first year of operations in 2019-2020 (e.g., Diotime, SecEd), help to disseminate some of the program’s successful strategies and outcomes to a wider audience in different countries (e.g., Ticinonline, El Correo Gallego, Phileleftheros), promoting its methodologies and encouraging adoption by other educational initiatives.

Sharing Within Networks

The program’s emphasis on localized education means that most publications are shared within smaller networks of schools. This approach ensures that the materials are directly applicable to the specific contexts in which they will be used.

Key Features

  • Localized Distribution: Publications are tailored to the needs of individual networks and distributed accordingly. This ensures that teachers and students receive materials that are directly relevant to their educational environment.
  • Practical Application: Instructional materials are designed with practical application in mind, providing teachers with the tools and resources they need to effectively implement the program’s methodologies in their classrooms.
  • Feedback Loop: By sharing publications within smaller networks, the program fosters a feedback loop where teachers can provide input and suggestions for improvement. This continuous process of evaluation and refinement enhances the quality and effectiveness of the materials.

Sample of public materials (journal articles).

The research context of this study is an exploratory investigation into the education crisis in Cameroon, focusing on teacher strategies to prevent school dropouts during the critical transition from primary to secondary education, within which the “Physiognomy at School” program is analyzed as a part of a teacher training initiative aimed at equipping educators with techniques to engage at-risk students and reduce dropout rates.

  • Teacher–community nexus and rural schools as community knowledge hubs: a program implementation in Western Nigeria (Special Issue: Enhancing collaboration between school professionals and local communities). Journal of Professional Capital & Community (August 2024).

The research context of this study focuses on transforming rural schools in Kwara State, Nigeria, into community knowledge hubs by leveraging local networks and community-based workshops, where the “Physiognomy at School” program is analyzed as a collaborative educational initiative that enhances community engagement and educational outcomes through the involvement of local teachers and professionals in practical problem-solving activities.

The research context of this study is to explore the implementation and impact of a citizenship education program in Kenya, focusing on how secondary students engage with local democratic governance and societal issues through creating and distributing news reports in their own newsletters. The “Physiognomy at School” program is analyzed within this context as an educational framework that uses a model of citizenship education to foster active participation, critical engagement, and the development of democratic values among students.

The research context of this study involves exploring the use of sacrificial listening as a pedagogical approach to foster empathy and intercultural understanding in South African secondary education. The “Physiognomy at School” program is used as a framework in this study, pairing students and their families from diverse ethnic backgrounds to share personal stories, enhancing mutual understanding and cultural empathy through immersive, narrative-driven interactions.

Presentations

A selection of brief presentations of the program’s activities in African regional workshops.

Cameroon

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Kenya

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Nigeria

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South Africa

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Tanzania

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A selection of brief presentations of the program’s activities in European regional workshops.

Germany

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Italy

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Spain

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Conclusion

Through a combination of internal sharing in regional workshops within smaller networks and some limited broader dissemination through news or academic publications, the program fosters a culture of collaboration and knowledge sharing that enhances educational outcomes and promotes the adoption of its innovative methodologies.

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