Ricerc@Sapienza

Over the last few years, an idea of risk is emerging that correlates emergencies and their management to a more specific idea of “educational risk” (Isidori, Vaccarelli, 2013), which can be translated into the increase of chances of educational poverty. The consequences of a catastrophe often affect a multitude of aspects that influence and modify the so-called “educational functions” of territories and cities, impacting on issues that are strongly related to equality, or rather equity, in the access of citizens to quality educational experiences (Dewey, 2014).

The theme of educational poverty is becoming increasingly central to the national and international
scientific and pedagogical debate, but also to the public and political one. The concept is
multidimensional and presents the characteristics of scale necessary to frame the complexity of
social and educational situations related to inequalities and issues of equity, social justice and access to rights not relegated to the economic sphere alone. The contribution aims to initiate a