Dr Farini’s academic background is rooted in Social Sciences, with a PhD in Sociology of Intercultural Communication (University of Modena and Reggio Emilia, 2008), MA in Social Anthropology (University of Modena and Reggio Emilia, 2005) and a second MA in Social History (University of Bologna, 2002). He worked as a Researcher and Lecturer in Sociology of Education, Childhood Studies, Youth Studies and Intercultural communication at the University of Modena and Reggio Emilia (2005-2013) and as Research Fellow at the University of Urbino (Sociology) and University of Bologna (Early Modern History).
Between 2013 and 2015 Dr Farini worked as Research Fellow and Lecturer in Education at Middlesex University in London, where he was a founding member of the Centre for Educational Research and Leadership. Before Joining the University of Northampton, Dr Farini worked as Senior Lecturer in Sociology of Early Childhood at University of Suffolk. Dr Farini is a Fellow of the Higher Education Academy.
Dr Farini’s expertise in social research is a resource for his teaching. He has taught Research Methods on modules across all undergraduate and postgraduate levels, while supervising undergraduate, postgraduate and PhD dissertation projects. Dr Farini has a rich experience in teaching research methods to students who are not (yet) familiar with the epistemology of social sciences.
Dr Farini has taught 15 modules across all undergraduate and postgraduate levels in English HE institutions, taking responsibilities as co-leader or leader for most of them. He has developed several new modules and been involved in the re-validation of BA and MA programmes. Dr Farini’s profile as a professional educator is further reinforced by his experiences as an external examiner for BA programmes at Manchester Metropolitan University, St. Mark and St. John University in Plymouth and Sheffield Hallam University.
Dr Farini’s contribution to the research capacity of his institutions also includes supervision of doctoral students, following Director of Studies Training at Middlesex University, and recognition of qualification as a Primary PhD supervisor granted by Essex University and East Anglia University. Recently, he has successfully completed further PhD supervision training at Essex University and University of Suffolk.
For almost 15 years now, several successful research bids have made it possible for Dr Farini to apply knowledge and skills to empirical investigations. He has been researching professionally through national and international projects in fields of Sociology of Intercultural Communication, Cultural Sociology, Globalization
Theories, Social Theory, Communication Studies, Sociology of Education, Youth and Childhood studies, Policy evaluation, and the sociolinguistic analysis of interaction. Other areas of expertise concern Equality and Social Justice in access to education and healthcare, Sociology of Conflict and Peace Studies.
Dr Farini takes pride in the commitment to positive impact on communities that characterises his research and teaching. Since 2003, he has been researching and developing training opportunities within projects supported by European and national Agencies, regional and Local Authorities. Dr Farini’s research concerns the inclusion of migrant children and young people in education, youth subcultures and cultural studies, migrant-friendly services, conflict management, intercultural education, client-centred interpreting in healthcare and education, and the role of digital media in the diffusion of knowledge.
Dr Farini also had an important role in planning and managing the Centre for Educational Research and Scholarship (CERS) at Middlesex University, leading the Special Interest Group Network (SIGN), ‘Childhood and Society’ for two years, optimising resources and expertise while securing the active involvement of academics, professionals, students and stakeholders.
Dr Farini has authored numerous successful research bids (for an estimated amount of £250,000 directly attributable to him), including the project ‘Shared Memories for Dialogues’ (SHARMED, Erasmus+ KA3). SHARMED aims to promote the inclusion of migrant-background children in the classroom, linking to both intercultural education and the use of digital technology. Using visual material and digital technologies, SHARMED encourages children’s work on their personal and cultural memories, promoting children’s participation in telling and negotiating stories.
In 2015 Dr Farini worked with the London Borough of Waltham Forest towards the development of Leyton Jubilee Park as a meeting place for a multicultural community. Earlier in his career, Dr Farini was the principal investigator and advisor within an EU-funded project under the program ‘Fundamental Rights and Citizenship, 2007-2013’. The Project (‘Local Forums for Participatory Democracy’) offered the opportunity to research on the impact of digital media on social participation and in the dissemination of knowledge(s) among children and adolescents.
Dr Farini is currently a member of the European Research Network Trust dynamics in the governance of children and youth (Roskilde University, Denmark). In 2014 he was elected as vice-president of the International Sociological Association Research Committee 25, Language in Society and editor of its peer-reviewed journal, ‘Language, Discourse and Society’. Some of his professional memberships include the British Educational Research Association, British Sociological Association, European Sociological Association, International Association of Dialogue Analysis, International Pragmatics Association, Society of Science and Technology Studies.
In 2014 Dr Farini was appointed by the Swiss Government as reviewer for research projects under the COST European Co-operation in the Field of Science and Technology framework. In 2016 he was the coordinator for the RC25 programmes (14 sessions) at ISA World Forum of Sociology in Wien, and he will take the
same role for the 2018 ISA world congress in Toronto (18 sessions).
- Farini, F. (2019) Inclusion Through Political Participation, Trust from Shared Political Engagement: Children of Migrants and School Activism in Italy. Journal of International Migration and Integration. , 1–16.
- Farini, F. and Scollan, A. (2018) Children as storytellers. Migrant narratives in primary schools. Invited Presentation presented to: International Sociological Society (ISA) XIX World Congress of Sociology, Toronto, Canada, 15-21 July 2018.
- Farini, F. and Scollan, A. (2018) In and out digital worlds. Hybrid-transitions as a space for children’s agency: case-studies from Early Years settings in Boston and London. Invited Presentation presented to: European Sociological Association Research Network 04 (ESA RN04): Sociology of Children and Childhood Conference, Instituto de Ciências Sociais, Lisbon, 23-25 May 2018.
- Farini, F. and Scollan, A. (2018) Narratives of refusal, narratives of engagement, narratives of organisation. School activism as citizenship-in-practice for young refugees and migrants in Italy. Invited Presentation presented to: International Sociological Society (ISA) XIX World Congress of Sociology, Toronto, Canada, 15-21 July 2018.
- Farini, F., Scollan, A. and Bass, L. (2018) The position of childhood in society at the intersection of discourses on rights, power and intergenerational relationship. Thirty years after the United Nation Convention on the Right of the Child. Other presented to: International Sociological Society (ISA) XIX World Congress of Sociology, Toronto, Canada, 15-21 July 2018.
- Farini, F. (2017) Reviewer for Coopération européenne dans le domaine de la recherche Scientifique et Technique (COST, European Co-operation in the Field of Science and Technology) framework. European Commission.
- Farini, F. (2017) Children as storytellers. Using photographs to facilitate narratives in the classroom, promoting respect of cultural differences and intercultural dialogue. Panel Presentation presented to: International Association for Intercultural Education (IAIE) Conference 2017, Université Catholique de l’Ouest, Angers, France, 13-17 June 2017.
- Farini, F. and Scollan, A. (2017) Fighting disadvantage as cultural colonization. A critical analysis of the English discourse on Early Years Education, social class and achievement. Paper presented to: 13th Conference of the European Sociological Association (ESA 2017): (Un)Making Europe: Capitalism, Solidarities, Subjectives, Athens, Greece, 29 August – 01 September 2017.
- Farini, F. and Scollan, A. (2017) School activism. The meanings of political participation of young migrants in Italian schools. Panel Presentation presented to: 13th Conference of the European Sociological Association (ESA 2017): (Un)Making Europe: Capitalism, Solidarities, Subjectives, Athens, Greece, 29 August – 01 September 2017.
- Farini, F. (2017) School activism: the meanings of political participation of young migrants in Italian schools. In: Race, R. (ed.) Advancing Multicultural Dialogues in Education. London: Palgrave Macmillan. pp. 87-105.
- Farini, F. (2017) The polyphonic classroom. Dialogic teaching and the empowerment of children as coordinators of educational interactions. Panel Presentation presented to: International Association for Dialogue Analysis (IADA) Conference 2017, University of Bologna, Italy, 11-14 October 2017.
- Farini, F. (2013) Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents. Journal of Peace Education. 11(1), pp. 81-100. 1740-0201.
- Farini, F. (2012) Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps. International and Multidisciplinary Journal of Social Sciences. 1(2), pp. 163-192. 2014-3680.
Dr Farini has published more than 60 peer-reviewed books chapters, articles and edited books in Italian, English and Slovenian language and has presented research papers at numerous international conference. He serves as a referee for journals such as: Language and Education, International Journal of Educational Research, International Journal of Leadership in Education, Journal for the Theory of Social Behaviour, Journal of Peace Education.
This is a list of some of my most recent publications:
- Farini, F., Scollan, A. (Eds.). (to be published 09/2017). Childhood in the mirror. The reflexive construction of children’s self-determination in discourses, policies and practices. Amsterdam: Springer
- Farini, F. 2017. School Activism. The meanings of political participation of young migrants in Italian Schools. In: Race, R. (Ed.). Advancing Multicultural Dialogues in Education. London: Palgrave Macmillan
- Farini, F. 2017. Manufacturers of citizens. Outlines and perspectives of a critical theory of political socialization. In: Baraldi, C., Cockburn, T. (Eds.) Theorising Childhood: Citizenship, Rights, and Participation. London: Sage
- Farini, F. 2016. Affective Formulations in Multilingual Healthcare Settings. In: Kasper, G. Prior, M, (Eds.). Talking emotions in multilingual settings. Amsterdam: Benjamins, pp.179-204
- Farini, F. 2016. Meanings and forms of intercultural coordination: the pragmatics of interpreter-mediated healthcare communication, pp. 27-47. In: Bianchi, F., Gesuato, S. (Eds.). Pragmatic issues in specialized communicative contexts. Utrecht: Brill-Rodopi
- Farini, F., Natacha, N. (2016) Plurilingual communication in healthcare: Interlinguistic and intercultural mediation, pp. 81-100. In: Vecchiato, S., Gerolimich, S. and N.Komninos (Eds.), Pluriligualism in Healthcare. London: Bica
- Farini, F. 2015. Talking emotions in multilingual healthcare settings. A qualitative study of interpreter-mediated interaction in Italian hospitals. The Interpreters’ Newsletter, 20: 123-128
- Farini, F. 2014. Pragmatics of emotions in interlinguistic healthcare settings. Research in Language, 11 (2): 163–187, DOI: 10.2478/v10015-012-0025-5
- Farini, F. 2014. Media theory and web-based groups as social systems. In: Mancini, G., Angrisani, M. (a cura di) Mapping systemic knowledge. Saarbruecken: LAP Lambert, pp. 53-78
- Farini, F. 2014. Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents. Journal of Peace Education, 11, (1): 81-100
- Farini, F. 2014. Interpretation as a form of mediation for the bilingual dialogue between foreign citizens and institutions. A qualitative study of interpreted-mediated doctor-patient communication in Italian hospitals. JOSTRANS, Journal of Specialized Translation, 20