cinzia leone
PhD in Sociology;
Researcher at IIT on Equality, Diversity and Inclusion.
HEU project EDIRE: Equality, Diversity, and Inclusion in Research Enhancement;
HEU project STEP: STEM and EDI domain
H2020 Project coordinator: RISEWISE, SPECIAL, JAM;
H2020 projects MILIEU, GENDEREX about gender, disability and equality; COMPASS and ULYSSEUS European university alliance enhancement towards responsible research;
PI in the EACEA project GENDEREMEMBRANCE about gender;
Research scientific domain: gender, disability, inclusion, contemporary history, diversity, equality.
Master Degree in Italy, PhD in Spain, studies in Germany, Austria, Czech Republic, and France, internship at the University of Vienna.
Expert evaluator for the European Commission and the Maltese Research Directorate.
Author of books, book chapters, papers; edited and published in the field of Gender, EDI, Political Science and Sociology, History, German and Jewish Studies.
Peer reviewer for international journals in Sociology, Gender, Diversity, Anthropology, and ICT domain.
Since 2002 she has been involved in over 60 projects funded by the EU (from FP5 to HEU and other funding agencies), writing project proposals, coordinating projects, supporting proposals preparation and partners search, managing project’s EU audits and IPR.
She teaches to PhD students how to access international funds.
She performs courses related to project design and planning.
She speaks four languages.
Researcher at IIT on Equality, Diversity and Inclusion.
HEU project EDIRE: Equality, Diversity, and Inclusion in Research Enhancement;
HEU project STEP: STEM and EDI domain
H2020 Project coordinator: RISEWISE, SPECIAL, JAM;
H2020 projects MILIEU, GENDEREX about gender, disability and equality; COMPASS and ULYSSEUS European university alliance enhancement towards responsible research;
PI in the EACEA project GENDEREMEMBRANCE about gender;
Research scientific domain: gender, disability, inclusion, contemporary history, diversity, equality.
Master Degree in Italy, PhD in Spain, studies in Germany, Austria, Czech Republic, and France, internship at the University of Vienna.
Expert evaluator for the European Commission and the Maltese Research Directorate.
Author of books, book chapters, papers; edited and published in the field of Gender, EDI, Political Science and Sociology, History, German and Jewish Studies.
Peer reviewer for international journals in Sociology, Gender, Diversity, Anthropology, and ICT domain.
Since 2002 she has been involved in over 60 projects funded by the EU (from FP5 to HEU and other funding agencies), writing project proposals, coordinating projects, supporting proposals preparation and partners search, managing project’s EU audits and IPR.
She teaches to PhD students how to access international funds.
She performs courses related to project design and planning.
She speaks four languages.
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incrementing inclusion, raising awareness of equality, diversity, and inclusion (EDI) strategies and policies. Many universities have yet to develop inclusive processes and cultures that provide equality of opportunity for all, regardless of gender, ethnicity, social class, sexual orientation, physical ability, identity, and cultural background. Since 2019, the European Commission has financed “European Universities”, networks of universities creating international competitive degrees that combine excellent study programmes in different European countries. Today, 340 institutions in 44 European University Alliances (EUAs) promote European values and identity and revolutionise their quality and competitiveness to become the “universities of the future”. This article proposes a comprehensive approach to promote EDI within the EUA “ULYSSEUS” involving Spanish, Italian, Austrian, French, Finnish, and Slovakian universities through micro-actions to apply EDI principles at the project level. The authors will frame the theoretical basis of the experience through documentary analysis and their academic expertise in promoting strategies connected with the European values enshrined in Article 2 of the Treaty on European Union: pluralism, tolerance, justice, solidarity, non-discrimination and equality. Implementing these values through visible micro-actions could document and counteract the disadvantages underrepresented groups face in academia. In the mid-term, the experience had by the students in the EUA could facilitate the higher education-to-work transition, allowing them to replicate their EDI-related experience as students to their future roles as citizens and workers. The
outcome could thus contribute to a life-wide learning perspective for a more inclusive Europe in the long term.
The question sits in an academic context where, at European level, official data from She Figures 2018 (European Commission 2019), the publication providing indicators on gender equality in research and innovation at pan-European level, reveals that just 58% of Europe’s higher educational institutions had a GEP in 2016. While several years have now passed and current figures are without doubt higher, it is clear that this type of initiative risks excluding a significant number of universities from potential funding and, even more importantly, limiting European countries which do not have national GEP legislation or programmes. To avoid being cut off from ERC funding and other financial support, the calls for which will be published in the coming months, the only alternative for universities is to swiftly create and implement a GEP. While meeting the Commission’s formal requirements is relatively easy, it is much more difficult to implement the process of structural change which will guarantee a successful outcome for a GEP. In other words, there is a risk of it becoming a ‘box ticking’ exercise, a concern also raised by participants in GEPs that fall within official national programmes such as the UK and Ireland’s Athena SWAN Charter framework, a system rewarding universities which are formally committed to fostering gender equality using GEPs as their main tool.
On the following pages we will share our experiences of participating in EU-funded projects aimed at implementing GEPs in Research Performing Organisations (RFO), a series of informal meetings held in 2018-2019 at Italian universities supporting gender equality at national and international level, and our knowledge of European literature and documentation on gender mainstreaming and GEP promotion.
In the first section, we will focus on the context for the EU initiative, providing then more detailed information on projects currently available. We will next describe the situation in Italy, where tools and initiatives supporting equal opportunities in academia are not clearly recognised as yet. Finally, we will conclude with observations and ideas for further exploring the issue, which remains relevant until the current EU framework programme, Horizon Europe, reaches its conclusion.
incrementing inclusion, raising awareness of equality, diversity, and inclusion (EDI) strategies and policies. Many universities have yet to develop inclusive processes and cultures that provide equality of opportunity for all, regardless of gender, ethnicity, social class, sexual orientation, physical ability, identity, and cultural background. Since 2019, the European Commission has financed “European Universities”, networks of universities creating international competitive degrees that combine excellent study programmes in different European countries. Today, 340 institutions in 44 European University Alliances (EUAs) promote European values and identity and revolutionise their quality and competitiveness to become the “universities of the future”. This article proposes a comprehensive approach to promote EDI within the EUA “ULYSSEUS” involving Spanish, Italian, Austrian, French, Finnish, and Slovakian universities through micro-actions to apply EDI principles at the project level. The authors will frame the theoretical basis of the experience through documentary analysis and their academic expertise in promoting strategies connected with the European values enshrined in Article 2 of the Treaty on European Union: pluralism, tolerance, justice, solidarity, non-discrimination and equality. Implementing these values through visible micro-actions could document and counteract the disadvantages underrepresented groups face in academia. In the mid-term, the experience had by the students in the EUA could facilitate the higher education-to-work transition, allowing them to replicate their EDI-related experience as students to their future roles as citizens and workers. The
outcome could thus contribute to a life-wide learning perspective for a more inclusive Europe in the long term.
The question sits in an academic context where, at European level, official data from She Figures 2018 (European Commission 2019), the publication providing indicators on gender equality in research and innovation at pan-European level, reveals that just 58% of Europe’s higher educational institutions had a GEP in 2016. While several years have now passed and current figures are without doubt higher, it is clear that this type of initiative risks excluding a significant number of universities from potential funding and, even more importantly, limiting European countries which do not have national GEP legislation or programmes. To avoid being cut off from ERC funding and other financial support, the calls for which will be published in the coming months, the only alternative for universities is to swiftly create and implement a GEP. While meeting the Commission’s formal requirements is relatively easy, it is much more difficult to implement the process of structural change which will guarantee a successful outcome for a GEP. In other words, there is a risk of it becoming a ‘box ticking’ exercise, a concern also raised by participants in GEPs that fall within official national programmes such as the UK and Ireland’s Athena SWAN Charter framework, a system rewarding universities which are formally committed to fostering gender equality using GEPs as their main tool.
On the following pages we will share our experiences of participating in EU-funded projects aimed at implementing GEPs in Research Performing Organisations (RFO), a series of informal meetings held in 2018-2019 at Italian universities supporting gender equality at national and international level, and our knowledge of European literature and documentation on gender mainstreaming and GEP promotion.
In the first section, we will focus on the context for the EU initiative, providing then more detailed information on projects currently available. We will next describe the situation in Italy, where tools and initiatives supporting equal opportunities in academia are not clearly recognised as yet. Finally, we will conclude with observations and ideas for further exploring the issue, which remains relevant until the current EU framework programme, Horizon Europe, reaches its conclusion.
che la impregnavano. Il secondo obiettivo è di approfondire alcuni aspetti della Resistenza ai totalitarismi europei che le storiografie nazionali tendono a trascurare: la diffusione dell’idea di unificazione europea già presente durante la Resistenza; il legame fra i totalitarismi e le idee
inerenti all’integrazione europea; il ruolo delle donne fra Resistenza e il processo di costruzione dell’Europa unita; il ruolo degli intellettuali impegnati che si ritrovarono allineati nella comune battaglia contro il totalitarismo e concordavano sul bisogno del superamento delle storiche
divisioni nazionali mediante l’unione dell’Europa, cui le donne presero parte in maniera determinante. Il terzo obiettivo è quello di analizzare il fenomeno europeo della resistenza come esperienza fondante dell’identità europea nella prospettiva di una cittadinanza post-nazionale.
The book is divided into three parts, based on three types of analysis: the first part offers an overview of disability and health. The second examines the specific aspect of being female and having a disability. The third looks at the inclusion of women with disabilities in their cultural surroundings.
Si tratta di un progetto complesso e dinamico, che ha in sé molte sfide ancora da cogliere, ma sta portando molti buoni frutti e ottimi impatti. Il team che vi partecipa è vasto e vario, comprende donne e uomini da diversi settori scientifici e da diversi ambiti e settori produttivi: tutti i partecipanti hanno avuto l’occasione di accrescere le loro conoscenze e implementare quel trasferimento di best practice e competenze che sta alla base di tutta la progettazione europea. Un interscambio sempre fertile che ha portato centinaia di donne e uomini a muoversi da e verso i 6 paesi membri del progetto (Austria, Italia, Portogallo, Slovenia, Spagna, Svezia, Turchia) e che ha arricchito il background e il foreground di tutte e tutti.
Dal momento che gli studi medici, sociali e antropologici sull’handicap in maniera organica sono relativamente recenti e molto spesso non fanno distinzione precisa di genere, uno degli scopi fondamentali del progetto è anche quello di sviluppare nuove competenze in grado di migliorare l’integrazione sociale e in generale la vita delle donne con disabilità, secondo una prospettiva di genere che promuova un pieno godimento dei diritti e dell'uguaglianza di ogni persona nel rispetto della differenza.
Italy currently has some of the most advanced legislation on disability and its integration in different environments, particularly in the public sphere, in the welfare system and in the workplace. Despite this, disability is still viewed, in this day and age, as somehow a negative condition and this is the fundamental reason for the analysis of legislation presented here, focused particularly on the aspects of welfare and the job market.
This essay examines the concepts of disability and diversity by gradually introducing the legislation of the most recent period and also by addressing the remaining shortcomings.
Reference is also made to the work of scholars who have already studied these issues, in order to clarify the grey areas that still persist.
ISBN: 978-83-945213-4-9
https://e-isbn.pl/IsbnWeb/onix/summary.html?show_only_onix=1&record_id=1817262
Lueger was anti-Semite and racist: he inspired Adolf Hitler, who was in Vienna and heard the public speeches of the mayor as many did.
Lueger well represents the origin and the archetype of what will develop in German territories during the XX century.