KEY-SPEAKERS

Anne Lessard holds a PhD in education from the Université de Sherbrooke. She also studied at McGill University, Queen’s University and Lakehead University. Her academic career has been built on the intersection of educational sciences, natural sciences and recreology. Full Professor in the Faculty of Education since 2004, she held a research chair for ten years in partnership with the Centre de services scolaires de la Région-de-Sherbrooke. Her work has helped to raise the profile of teaching practices that promote student engagement and success. Her experience with aboriginal organisations and in the community has also fuelled her constant desire to link the university to the needs of the community. Elected Dean of the Faculty of Education in 2021, she held this position until her appointment as Vice-Rector, Research and International Relations in June 2025.

Eric Dugas, full Professor at INSPE – Académie de Bordeaux, LACES UR7437, Université de Bordeaux. Responsible for disability issues at the University of Bordeaux (since 2014). Former Director of the Humanities and Social Sciences Research Department at the University of Bordeaux (2015-2019). President of the CARRY ON association, created as part of the ESF project he led: EMELCARA (Experience of a mediation system for students and secondary school pupils with a cancer or RAre disease; 2016-2022). Founder and co-leader of CR 40 – ‘Sociologie du bien-être scolaire et social’ of the Association internationale des sociologues de langue française (AISLF). Member of the Board of Directors of FIRAH (Fondation Internationale de la Recherche Appliquée sur le Handicap), as a member of the college of qualified personalities.

Candy E. Marques Laurendon, teacher-researcher at the Department of Psychology, Inclusion and Education (DPSIE) of the Education Centre of the Universidade Federal de Pernambuco (UFPE) and of the Post-Graduation Programme (3ᵉ cycle) in Psychology, she is also responsible for and coordinator of the Post-Graduation Programme (3ᵉ cycle) in Cognitive Psychology. She holds a PhD in Cognitive Psychology co-tutored by UFRN (Brazil) and the University of Angers, and is a collaborator with GEEMPA, which works to train teachers in literacy and mathematics. She is currently secretary of the ARDéCo association and a member of the RPDP association (Recherches et Pratiques en Didactique Professionnelle). Her work focuses on professional didactics, in particular on teachers’ activities and their relationship with students with disabilities.

Giacopini Nicola, Full Professor of Family Psychology, PhD, Bachelor in Philosophy and Theology, Family Psychologist and Psychotherapist. For years he has been overseeing with studies and research the issues and challenges related to educational areas such as: family relationships with particular reference to adoptive families, school and life project orientation, co-education and sustainability. The in-depth interdisciplinary study of these topics, fostered by the assumption of the integral ecology paradigm and the Bachelor’s degrees in Philosophy and Theology, is the specific focus of its studies, research, as well as the initial and ongoing training of education professionals and daily encounters with families, young people and institutions.

Clara Maria Silva, Full Professor of General and Social Pedagogy at the University of Florence. She directs the Master’s degree in Pedagogical Coordination of centres and services for children aged 0-6 and is Scientific Director of the Rivista Italiana di Educazione Familiare (RIEF). She is the author of over 200 publications.

Roberto Dainese, Full professor at the Giovanni Maria Bertin Department of Education Sciences at the University of Bologna. Here he conducts studies and research in the fields of didactics, special education, teacher training, orientation and individualised planning for students with disabilities. His research also focuses on the relationship between school and family.

Alessandra Gigli, Associate Professor in General and Social Pedagogy at the Department of Education Studies “G.M. Bertin”, University of Bologna. Author of numerous monographs and scientific contributions, she has been involved in family pedagogy for more than 25 years and is the scientific head of the Centre for Educational Studies on Children and Families (CREIF), University of Bologna. She is Currently a lecturer in: Family Pedagogy; Pedagogy of Social Marginality; Experiential and Naturalistic Education and Training.

Christian Crocetta, Doctor of Law (Neuchâtel), Extraordinary Professor of ‘Biogiuralism, Philosophy of Law and Sociology of Law’ at IUSVE, Salesian University Institute of Venice. Member of the Italian Society of Legal Philosophy, the Droit et Societé Association, the Italian Society of Law and Literature and the International Network of Jurists and Experts on Vulnerability. He has long been involved, from a bio-socio-legal or philosophy of law perspective, in research topics related to the family and minors (school, health, foster families), vulnerable individuals, human dignity, solidarity, community, responsibility (including intergenerational), legal education, law and the humanities.

Cosimo Di Bari is an Associate Professor of General and Social Pedagogy at the FORLILPSI Department of the University of Florence. Before becoming a researcher, he was the pedagogical coordinator of several 0-6 services in the province of Florence. His research focuses on the relationship between childhood and digital technology and media education in early childhood. He is the author of the magazine UPPA, through which he disseminates information on these research topics to families.

Enrico Miatto is Aggregate Professor of Special Pedagogy, Didactics and Educational Research, at the Salesian University Institute of Venice where he directs the Pedagogy Area and coordinates the Licentiate courses in the pedagogical area and the Advanced Training Course Il pedagogista a scuola. His research explores the theme of social inclusion of people with disabilities in services and schools with a focus on the transition to adult life, technologies and the pedagogical-didactic approach of Service Learning as a driver of inclusion.

Anna Pileri, Associate Professor of Didactics and Special Education at the University of Bologna. She holds a double doctorate in pedagogy (Bologna) and psychology (Paris Nanterre). Her research focuses on inclusivity at school, in society and in the family, coeducation, the dual dimensions of disability and migration, and the analysis of interactions (video-microanalysis) in educational, school, social, clinical and family contexts. She is involved in a number of international research projects.

International Vice-President of AIFREF.

Jean-Pierre Pourtois, Professor Emeritus at the University of Mons (UMONS), Chairman of the ASBL Éducation et Famille, a partner of UMONS, and Founding Chairman of AIFREF. He is an international reference in the field of family education and has devoted his career to training, research and the development of co-education between the family, the school and society.
As Vice-Chairman of the Biennale de l’Éducation et de la Formation, he works to promote humanist education, rooted in relationships, respect for children and the co-construction of knowledge.

International President of AIFREF.

Valeria Friso is Associate Professor of Didactics and Special Education at the Department of Educational Sciences “G.M. Bertin” of the University of Bologna. Her research activity concerns the processes of social inclusion in particular with regard to adults with disabilities in the enhancement of territorial networks: topics that she also deals with training on the territory. She participates in research in international projects and carries out cooperation activities. She has coordinated national and european projects on issues related to learning and visual impairments, taking care of the training of operators and meeting with territorial realities dealing with the topic.

Lucia Balduzzi is Full Professor of Didactics and Special Education at the University of Bologna. Her research focuses on early childhood education, with particular attention to services for children aged 0-6 and the professionalism of educators and teachers. Her academic work is aimed at analysing national and international education policies, focusing on the cultural and organisational models of services. She has long studied the interactions between institutions, educational policies and practices, and their impact on the pedagogical identity of educational and school contexts. She promotes innovative training approaches based on reflective practices and cooperative work. She is actively involved in research-training and the integration of theory and practice in educational and school contexts.

Arianna Lazzari, Associate Professor in Didactics and Special Pedagogy, Department of Education Studies, University of Bologna. She holds a Doctor Europaeus in Pedagogy with a dissertation on educational professionalism in early childhood services. She has participated – as a consultant – in several research projects commissioned by the Directorate-General for Education and Culture of the European Commission. Her research focuses on didactics and the pedagogy of differences (academic discipline MPED/03), with particular attention to educational contexts for children aged 0 to 6 years. She is involved in international projects through which she collaborates with various European universities and research institutions.
Since November 2021, she has been providing scientific consultancy for the Thematic Working Group on Early Childhood Education and Care of the European Commission.

Jacopo Pruccoli, Medical Doctor and specialist in Child and Adolescen Neuropsychiatry, currently working within the Italian National Health Service (AUSL Romagna). Adjunct Professor at the University of Bologna. Former Visiting Scientist at the Center of Excellence for Eating Disorders, University of Tübingen (Germany, Prof. Stephan Zipfel). He has worked at the IRCCS Institute of Neurological Sciences of Bologna (Child and Adolescent Psychiatry Unit) and at the Regional Center for Eating Disorders at Sant’Orsola Hospital, holding a research fellowship. His research focuses on eating disorders, neurodevelopmental disorders, and psychosomatic medicine.

Marco Sanavio, a journalist with a degree in Educational Sciences, is editor-in-chief of the educational research journal ISRE and a university lecturer in Communication. He currently serves as director of institutional communication at the Salesian University Institute of Venice (IUSVE). He is the author of the book ‘Generazioni digitali’ (San Paolo, 2017), co-author of “Cliccare” (Cittadella, 2019) and coordinator of the digital project for preschoolers ‘Screen co-education’ aimed at training educators and parents in the regulation of digital screens.

Véronique Francis teaches at the National Higher Institute for Teaching and Education (INSPÉ) at the University of Orléans, where she provides training in pedagogy, philosophy and sociology of education in the MEEF (Education, Teaching and Training Professions) master’s programmes, in initial and continuing training, and in trainer training. As a researcher at the ERCAE laboratory and the Centre for Research in Education and Training (CREF) at the University of Paris Nanterre in the Family Education and Socio-Educational Interventions for Families team, her research focuses on educational ecosystems complexified by digital uses; representations of diversity and the prevention of discrimination; and eco-sensitive approaches in education and training. Since 2011, she has been Editor-in-Chief of the International Journal of Family Education (RIEF).

Jean-Claude Kalubi, Full Professor at the Faculty of Education at the University of Sherbrooke (Quebec, Canada). He teaches in the Department of Educational and Social Adaptation Studies. He served as director of this department (from 2008 to 2011, then from 2018 to 2024). Holder of the Research Chair in Professional Identities and Innovations (2010-2015), he also served as scientific director (2013-2018) of the Institut Universitaire en DI-TSA du Québec. Former editor-in-chief of the Revue des sciences de l’éducation (Quebec), he currently edits the Revue internationale de Communication et socialisation (Érudit). He is the international vice-president of the AIFREF and Co-president of the 20th AIFREF Congress.

Valéria Barbosa, Doctor in Educational Sciences, she teaches at the University of Paris-Est Créteil (UPEC). Her thesis, supervised by Régine Sirota, focuses on representations of black children in children’s literature, policies for recognising ethnic and racial diversity in schools, and the prevention of discrimination in Brazil. She has studied the educational uses of these works in Brazil and France and co-authored several articles on this topic with Véronique Francis.

Negest Castelanelli is a PhD candidate in Educational Sciences and Psychology at the University of Florence (Cycle XXXIX, 2023–2026). She holds a Master’s degree in Adult Education, Lifelong Learning and Pedagogical Sciences, and a Bachelor’s degree in Peace Studies, International Cooperation and Conflict Transformation from the University of Pisa. She is an active member of the University of Florence Research Group and participates in the Nationally Relevant Research Project (PRIN) “Phoenix: A New Form of ‘Rebirth’ for Women and Children Living in Conditions of Marginalization.” She also collaborates as a teaching assistant in the course Pedagogy of the Family and Parenting Support, coordinated by Professor Clara Maria Silva, within the undergraduate program in Education and Training Sciences.

Ziad Dabaja, PhD in Educational Studies, specializes in cognition and learning. Trained in Canada, France and Lebanon, he conducts comparative research on outdoor education and alternative educational practices. He is exploring parental perceptions of outdoor learning in French state schools, as well as the effects of family involvement, in relation to issues of emancipation, participation and social cohesion.

Barbara Doulin Dimopoulos, PhD in Sociology and Associate Researcher at the ESO Laboratory – UMR 6590. Qualified as a lecturer in Sociology and Education and Training Sciences, she is currently an Assistant Professor at Paris-Nanterre University. She has been teaching for eight years in several institutions and has also worked as a research engineer in sociology and education sciences. Her research combines sociology of education and schooling, childhood, youth and alternative teaching methods, with a particular focus on ethics in sensitive areas. She co-coordinated a collective research project on the Yellow Vests barracks and the seminar ‘Queerising the curriculum’.

Natalia Pino, PhD in Education and Training Sciences, is an educational advisor at the National School for the Judiciary, specialising in pedagogy and teaching methods for the professions. She is involved in training education professionals and educational engineers. Her research focuses on educational inequalities in France and Chile, ‘educational vulnerability’, the school-family relationship, and the use of digital technology in education.

Olivier Prévôt, Professor of Education and Training Sciences at the University of Bordeaux, Culture, Education and Society Laboratory (Bordeaux).
Co-head of the Intervention-Professions research group, his research focuses on educational alliances between family education, school education and extracurricular education (activities, sport, culture, leisure).
This research combines scientific, professional and practical expertise in a partnership-based and territorial approach.
He is vice-president of the International Association for Training and Research in Family Education (AIFREF) and a member of the congress’s scientific committee.

Débora Poncelet is an Associate Professor of education sciences and psychology in the Department of Education and Social Work Sciences (DESW) at the University of Luxembourg. Her work focuses mainly on family educational strategies, school-family-community relations, parental involvement in their children’s education, and the family determinants of school retention.
With extensive experience in action research and mixed methodology, she is currently leading projects in the multilingual and socially heterogeneous contexts of the Grand Duchy of Luxembourg aimed at strengthening school-family ties and supporting parental involvement with a view to promoting equity and inclusion in education (” ALPHA – zesumme wuessen‘ and ’MathBridge”).
She is deputy director of the Bachelor of Science in Education (BScE). She is also a member of the board of the International Association for Training and Research in Family Education (AIFREF) and a member of the scientific committee of the congress.

Sarah Tellier is a lecturer in education and training sciences in the Social Careers Department at the Bordeaux University Institute of Technology (IUT), Périgord campus.
She conducts her research at the Cultures, Education and Societies Laboratory (Laces) at the University of Bordeaux. Her work focuses on the engagement practices and relationship to work of young people living in rural and overseas territories (Martinique and Guadeloupe).
She also studies youth policies in these same contexts, focusing on educational alliances between different youth stakeholders (institutional, associative, territorial and economic). She wrote a thesis entitled ‘Socio-ethnographic approach to the consultation process: study of the emergence of an integrated local youth policy’.

Léane Gallineaud is currently a second-year doctoral student in education sciences at the University of Bordeaux, under the supervision of Olivier Prévôt. Her career began with a Master’s degree in Primary School Teaching, during which she developed a particular interest in educational issues that go beyond the classroom setting.
Her research focuses on educational alliances around schools and the representations and expectations of different stakeholders (education professionals and users).

Anne-Marie Sow holds a PhD in Education Sciences from the University of Bordeaux, with expertise in educational inclusion and quality of life for children with sickle cell disease. An Officer of the National Order of Merit, she has forty years of experience in education, public health, human rights, and more. She has held several senior positions in Senegal and West Africa. Founder of educational and community organisations, she is also the author of scientific publications and educational textbooks. Her commitment to vulnerable populations, peace and inclusive education is recognised internationally.

Sylvie Kerger is a psychologist (PhD) and Professor at the University of Luxembourg. She teaches in the Bachelor of Education programme. Her teaching focuses on family-school relationships, academic development, school assessment, and representations of gender and diversity.
As part of her doctoral thesis (2005), she studied how to increase girls’ interest in science subjects. Her research focuses mainly on issues of gender and diversity in the school context.

Jonathan Bock has been a doctoral student at the University of Luxembourg, within the LLLG Institute, since September 2024.
He holds a bachelor’s degree in humanities (Henallux – Bastogne) and a master’s degree in education sciences (UCLouvain). He taught history and geography for nearly ten years in secondary education, while also supporting students with learning difficulties. He has also served as a digital advisor, providing training and support to teachers and raising awareness and introducing students to digital tools.
His thesis work is part of the “ALPHA zesumme wuessen” pilot project, with a particular focus on parental involvement and the implementation and evaluation of educational projects.

Guillaume Viatour has been a doctoral student at the University of Luxembourg’s Institute for Lifelong Learning and Guidance (LLLG) since February 2025. He holds a bachelor’s degree in Education Sciences (primary school teacher, HEAJ – Namur), a bachelor’s degree in Preschool Education and Psychomotricity (Henallux – Namur), and a master’s degree in Education Sciences (UCLouvain), he worked for nearly ten years as a teacher in primary education, at both preschool and primary levels. More recently, he joined higher education as a senior lecturer at HENALLUX and HERS (2024-2025). His thesis work is part of the ‘MathBridge’ project, with a particular focus on the determinants of parental involvement in the development of early numeracy skills. He is also interested in ways of supporting parents through informal interventions based on a playful approach and a school-family partnership.