Valentina Migliarini, Ph.D - Unibo
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Valentina Migliarini, Ph.D.
Alma Mater Studiorum – University of Bologna
Education Department “Giovanni Maria Bertin”
Via Filippo Re, 6, 40126, Bologna, Italy
Mob. Number: +39 3451165790
valentina.migliarin2@unibo.it| valemiglia@gmail.com
Website: https://www.unibo.it/sitoweb/valentina.migliarin2/en
APPOINTMENTS
Alma Mater Studiorum – University of Bologna, Education Department “Giovanni Maria
Bertin”
Post-Doctoral Research Fellow (Present)
University of Kansas, Special Education Department
Fulbright Schuman Visiting Scholar (Aug. 2017 – May 2018)
RESEARCH INTERESTS
Dr. Migliarini’s work, both in teaching and in the academy, focuses on increasing access to
equitable education for students from diverse backgrounds, particularly children identified with
disabilities, migrant and unaccompanied asylum seeking and refugee children. Dr. Migliarini has
extensive experience, education and understanding of special education foundations, traditional
views as well as emerging theories around identification and instruction for students with high-
incidence disabilities. She has developed significant teaching and researching expertise in
providing differentiated instructions for children having special educational needs and coming
from diverse cultural backgrounds in the K-12 education systems nationally and internationally,
and particularly in Italy (her home country), the United Kingdom, Lebanon and the United States.
Particularly, Dr. Migliarini has been at the forefront of researchers examining Disability Critical
Race Theory (DisCrit) in Education as an intersectional and interdisciplinary lens to examine
inclusive education policies and practices in Europe and in the United States. This work provides a
window to explore how neoliberal reforms in education, combined with increasing immigration
and the introduction of austerity measures, is impacting education for those students who have
been labeled as having special needs or who are vulnerable for exclusionary school practices.
She is currently a Post-Doctoral Research Fellow at the University of Bologna, Italy, in the School of
Early Childhood and Special Education. She has joined a team of Italian, Belgian and Polish
researchers working on an Erasmus Plus study using video-analysis as a method to increase
teachers’ self-reflection and analysis of their practices and classroom management skills in early
years education, in order to reduce micro exclusions of young children in inclusive classroom
settings within each of the three countries. In the academic year 2017/2018 she has been
Fulbright Schuman Visiting Scholar in the Special Education Department at University of Kansas.
Here she has worked under the supervision of Dr. Annamma to a project titled “Inclusive
Education for Asylum Seeking and Refugee Children; Contributions of Disability Critical Race
1Theory to European Policy”. Dr. Migliarini doctoral research focused on the intersections of
perceptions of race and ability of Italian professionals working in schools and reception centers for
refugees in Rome, and the limits and discrepancies of Italian inclusion models for young
unaccompanied forced migrant children. Her doctoral work has been carried out at the University
of Roma Tre, in collaboration with the University College London, Institute of Education, and has
been awarded the magna cum laude.
EDUCATION
June 2017 European Ph.D. Department of Education, University of Roma Tre
Theory & Research in Rome, Italy & University College London (UCL)
Education Institute of Education, London, UK.
(Magna cum laude) Specialization: Disability Critical Race Studies in
education, inclusive policies &practices for asylum
seeking and refugee children in Rome
2010 M.Res. Doctoral School, UCL Institute of Education,
(Distinction) London, UK
Major: Educational and Social Research
2009 M. A. UCL Institute of Education, London, UK
(Distinction) Major: Social Justice and Education
2007 B.A. Department of Education, University of Roma Tre
(110/110 cum laude) Rome, Italy
Major: Intercultural Education.
Specialization: Educators in Refugees’ Reception
Centres.
PROFESSIONAL & TEACHING EXPERIENCE
Sept 2018 – Dec 2018 Co-instructor 31733 Modelli di Mediazione Didattica,
Teaching Model, Didattica e Pedagogia
Speciale, Special Education, University
of Bologna, Italy.
August 2017 – Dec 2017 Co-instructor EPSY 456: Managing and Motivating
Learners in the Middle and Secondary
Classroom. Special Education Dept.,
University of Kansas.
June 2017 European Education Neset II Network and Public Policy
Policy Consultant and Management Institute (PPMI)
Vilnius, Lithuania.
2Jan. 2014- May 2017 Graduate Research Roma Tre University
Assistant UCL Institute of Education
Aug 2011- May- 2012 Adjunct Faculty American University of Culture
and Education, Beirut, Lebanon.
Jan 2011- Jan 2014 Italian Teacher Istituto Comprensivo B.Brin, Terni, IT
Collège du Sacre Coeur, Beirut, Lebanon
Jan 2007- Nov 2010 Research Assistant Runnymede Trust, London, UK;
Institute of Race Relations, London, UK;
Centre for Research in Intercultural
and Development in Education,
University of Roma Tre Rome, Italy.
RESEARCH GRANTS
Aug 2018- Post-doctoral Research Fellowship Grant (Erasmus +), Alma Mater University of
Aug. 2019 Bologna, Education Department (19.367,00 €, annual salary). Title: TRACKs Transition
Children and Kindergarten. Objective: Interrogate teachers’ daily practices to help
them reduce macro and micro exclusion of children in early years classroom, on the
basis of race, ability, gender and social class through video-analysis. (Conducted as a
Co-PI).
Aug 2017- Commission for Educational Exchange between the United States of America,
May 2018 Belgium & Luxembourg, Fulbright-Schuman Program Grant (29,000 €; 33,000 $).
Title: Inclusive Education for Asylum Seeking and Refugee Children; Contributions of
Disability Critical Race Theory to European Policy. Objective: Exploring the
contributions of DisCrit to inclusive education policies and practices to serve diverse
communities and encourage systemic change that supports more inclusive teaching
and learning practices. (Conducted as a PI).
Jan 2014- Italian Ministry of Education (MIUR) Doctoral Research Scholarship,
Jan 2017 University of Roma Tre, Rome, Italy (Value of € 13.638,47 per annum, for 3 years).
Title: Intersectionality and the Education of Dis/abled Asylum-seeking and Refugee
Children in Rome: Criticism and discrepancies of “integration-style inclusion” models.
Objective: Investigating the intersections of ‘race’, disability and migratory status in
relation to the educational and social experiences of forced migrant children and
exploring the limits of existing inclusive policies and practices. (Conducted as a PI).
3AWARDS
2016 American Educational Research Association (AERA), International Relations
Committee, Travel Award, Washington, DC (Value of 1.000 $).
RESEARCH PROJECTS AS CO-PI
Balduzzi, L., Lazzari, A., Migliarini, V. (2018-). TRACKs Transition Children and Kindergarten,
European Erasmus + Program, University of Bologna (Italy), Ghent University (Belgium), Jagiellonian
University (Poland).
Annamma, S., Migliarini, V. (2017-2018). Pre-service Teachers' Beliefs About and Attitudes Toward
Classroom Management. Special Education Dept., University of Kansas.
Annamma, S., Love, H., Handy, T., Miller, A., Jackson, E., Migliarini, V., Wilmot, J. (2017-2018). Voices
Unheard, Black Girls Disproportionality in Discipline. Special Education Dept., University of Kansas.
Belanger, N., D’Alessio, S., Bocci, F. & Migliarini, V. (2017). Project International pour l’Analyse du
PEI. University of Ottawa, Canada, Roma Tre University, Italy.
PUBLICATIONS
PEER-REVIEWED JOURNAL ARTICLES
Migliarini, V., D’Alessio, S. & Bocci, F. (2018). SEN Policies and Migrant Children in Italian Schools:
micro-exclusions through discourses of equality. Discourse. Studies in the Cultural
Politics of Education. https://doi.org/10.1080/01596306.2018.1558176.
Migliarini, V. (2018). Colour-evasiveness and Racism without Race: the disablement of asylum-
seeking children at the edge of Fortress Europe. Race, Ethnicity and Education, Vol. 21, Issue 4.
Routledge, Taylor & Francis, pp.438-457. https://doi.org/10.1080/13613324.2017.1417252.
Migliarini, V. (2017). Subjectivation, agency and the schooling of raced and dis/abled asylum-
seeking children in the Italian context. Intercultural Education (CEJI), Vol.28, N.2. New
York: Routledge, Taylor & Francis, pp.182-195.
http://dx.doi.org/10.1080/14675986.2017.1297091 .
Migliarini, V., D’Alessio, S. (2014). Editorial. Italian Journal of Disability Studies, Vol.2, N. 2. Roma:
Anicia. http://www.edizionianicia.it/docs/Editoriale_Vol2_N2.pdf
4PEER-REVIEWED JOURNAL ARTICLES IN ITALIAN
Migliarini, V. (2014). L’Istruzione dei Minori Rifugiati. Studio sulla promulgazione dei diritti umani
e sulle politiche educative in materia di minori rifugiati in Italia e nel Regno Unito.
Educazione Interculturale, 2014, vol.3. Trento: Erikson, pp. 423-438.
REFEREED BOOK CHAPTERS
Migliarini, V. (2018). The Education of Refugee Children: human rights enactment and educational
policy discourses in Italy and the UK. In Hill, L.D. & Levine, F., Global Perspectives in
Education Research. New York: Routledge, Taylor & Francis, pp. 48-76.
REFEREED BOOK CHAPTERS IN ITALIAN
Migliarini, V. (2018). Quale educazione inclusiva? Comprendere la “BESsizzazione” dei minori non
accompagnati richiedenti asilo in Italia attraverso la prospettiva dei DisCrit. In Goodley,
D. et al., Disability Studies e Inclusione. Per una lettura critica delle politiche e pratiche
educative. Trento: Erickson, pp. 103- 120.
Migliarini, V. (2008). Voci Narranti. In Gatti, F. (Ed.), Orientamento e Tirocinio: l’integrazione tra le
scienze e dintorni. Roma: Edizioni Kappa.
MANUSCRIPTS IN PREPARATION AND UNDER REVIEW
Migliarini, V., Annamma, S. (Accepted). “Refusing Management: Promoting Social Justice in
Education by (re)conceptualizing classroom and behavior management through
Disability Critical Race Theory”, Section: Cultural Inequality, ‘ISMS’ in a
Decontextualized Educational Environment, In Springer Handbook on Promoting Social
Justice in Education.
Migliarini, V., Stinson, C., D’Alessio, S. (Under review) ‘‘SENitizing’ Migrant Children in Inclusive
settings: Exploring the Impact of the Salamanca Statement Thinking in Italy and the
United States’, International Journal of Inclusive Education Call for Papers for a Special
Issue on ‘The Salamanca Statement: 25 Years On’.
Migliarini, V., Lazzari, A. (Accepted). “Promuovere equità e giustizia sociale in educazione
ripensando la didattica in chiave intersezionale”, Volume di Didattica.
Annamma, S., Wilmot, J. & Migliarini, V. (Accepted). Everywhere and Nowhere: Expansive Notions
of Disability to Counter the Erasure of Black Women and Girls. In Patton, L., Evans-
Winters, V. & Jacob, C. (Eds.). Investing in the Educational Success of Black Women and
Girls. Stylus Publishing.
5ENCYCLOPEDIA ENTRIES
Migliarini, V., Annamma, S. (Accepted). “Applying Disability Critical Race Theory (DisCrit) in the
Practice of Teacher Education: Reframing Behavior Management in the United States”.
Oxford Encyclopedia of Global Perspectives on Teacher Education. Oxford: Oxford
University Press.
NON-REFEREED ARTICLES, COMMENTARIES, REVIEWS & BLOGS
Migliarini, V. (forthcoming). “Help Them Back Home”: From neoliberal integration to neo-fascist
responses to the reception of unaccompanied forced migrant children in Italy”.
http://www.youthcirculations.com/blog/.
Migliarini, V. (2017). DisCrit: Dis/ability studies and critical race theory in education. Educational
Review, DOI: 10.1080/00131911.2017.1396807.
http://www.tandfonline.com/doi/full/10.1080/00131911.2017.1396807 .
Migliarini, V. (2015). Reflecting on the “Dismantle the Master House” Reading Group: Whiteness,
An Introduction by Steve Garner, available at: http://www.dtmh.ucl.ac.uk/reflecting-
on-dtmh-reading-group-whiteness-an-introduction-by-steve-garner/ .
REPORTS
Caturianas, D., Užpelkienė, L. & Migliarini, V. (2017). The role of education for social inequality in
modern societies (with a special perspective on EU Member States). NESET II ad hoc
question No. 5/2017, Public Policy and Management Institute (PPMI), Vilnius, Lithuania.
Weekes-Bernard, D., Migliarini, V. (2013). Nurturing the Nation. The Asian contribution to the NHS
since 1948. London: Runnymede. ISBN: 978-1-909546-03-5
http://www.nurturingthenation.org.uk/download-nurturing-the-nation-as-a-pdf.html.
CONFERENCE PRESENTATIONS
REFEREED
Migliarini,V., Peruzzo, F. (Under Review). “Italian inclusion of disabled refugee children between
welfare, neoliberal and populist reasons”, Symposium Session: Exploring intersectional
oppressions in education: challenges for Europe and Latin America regarding children
with disabilities, ECER Network 4, Annual Meeting.
Migliarini, V., Lazzari, A., Balduzzi, L. (Under Review). Exploring the Benefits of the Analysis of
Videos in Promoting Inclusive Education Practices in ECEC Services in Emilia Romagna
(Italy). Strand 2: Nurturing Environments in Services for all Young Children, ISSA
Conference, Annual Meeting.
6Migliarini, V. (accepted in session). “Whose Truth(s)?” Advancing DisCrit Solidarity in Research and
Practice to Disrupt Educational Inequities. Symposium Session Submission, AERA 2019
Annual Meeting, Disability Studies SIG.
Migliarini, V. (accepted in paper session). Exploring the Inclusion of Disabled English Language
Learners in the (New) Era of Anti-immigration Propaganda. Paper Submission, AERA
2019 Annual Meeting, Disability Studies SIG.
Migliarini, V. (accepted in session). “Help Them Back Home”: Italian Fantasies of (Neoliberal)
Inclusion from Buona Scuola to Salvini’s Government. In Symposium Session Titled
“Disrupting Neoliberal, Deficit, and Colonial Based Inclusion in the Post-Truth Era:
Global Perspectives”
Migliarini, V. (2018). Quale Educazione Inclusiva? Comprendere la “BESsizzazione” dei minori non
accompagnati richiedenti asilo in Italia, attraverso la prospettiva dei Dis/ability Critical
Race Studies (DisCrit). Disability Studies nei contesti scolastici e sociali. Un’analisi delle
politiche e pratiche educative, formative e didattiche. Roma Tre University, Rome, Italy.
Migliarini, V. (2017). L’Educazione dei Minori Stranieri non Accompagnati (MSNA) Richiedenti Asilo
e Rifugiati con Disabilità a Roma: processi e discorsi discriminatori nella strategia
d’‘Integrazione’, in Ghirotto, L. (Ed.) Formare alla Ricerca Empirica in Educazione.
Bologna: Alma Mater Studiorum. ISBN 9788898010691.
Migliarini, V., D’Alessio, S., Bocci, F., Catarci, M. & Fiorucci, M. (2017). SEN Policies and Migrant
Children in Italian Schools: towards real equal educational opportunities? In
Roundtable Session: At the Intersections of Marginalities. American Educational
Research Association (AERA), Annual Meeting, Sant’Antonio, Texas.
www.aera.net/repository.
Migliarini, V. (2016). "Playing the Disability Card": Untangling Race and Disability in Asylum-
Seeking Children's Education in Rome, in Roundtable Session: Interrogating Race,
Policy, and Dis/ability in Global Contexts. American Educational Research Association
(AERA); Washington, DC. www.aera.net/repository .
Migliarini, V. (2016). Intelligibility, Agency and the Education of Raced and Dis/abled Asylum-
Seeking Children in Rome, in Panel: Health and Generation in Integration. UCL
Migration Research Unit Student Conference, Moving Beyond Borders: Comparative
Perspectives on Refuge; London, UK.
Migliarini, V. (2016). Oltre le periferie sociali. Dialoghi sulla Sostenibilità. Comitato Regionale di
Coordinamento delle Università del Lazio; Rome, Italy. ISBN 978-88-9752-471-7
Migliarini, V. (2015). “Good Theories Bad Management”: ‘Race’ and dis/ability intersections in the
educational experiences of asylum-seeking and refugee children in Rome, in Strand 4:
7Anti-Semitism, Racism, Xenophobia, Islamophobia, Religion and Belief issues.
International Association for Intercultural Education (IAIE); Ioannina, Greece.
Migliarini, V. (2014). Educating Disabled Refugee Children in Italy: tensions and incongruities at
the edge of ‘Fortress Europe’, in Workshop: Systemic Issues in Educating Immigrants
and Refugees: How are intersections of diversity addressed? International Metropolis
Conference; Milan, Italy.
Migliarini, V. (2014). The Education of Refugee Children: human rights enactment and educational
policy discourses in Italy and the UK. World Educational Research Association (WERA)
Focal Meeting; Edinburgh, Scotland.
Migliarini, V. (2010). The education of refugee children: a study of human rights enactment and
education policy discourses in the UK and Italy. International Centre for Democratic
Citizenship; Birckbeck College/UCL Institute of Education; London, UK.
INVITED PRESENTATIONS & WORKSHOPS
2018 Leading Discussant: “Global Perspectives on Inclusive Education”. Fulbright Scholars
Association. University of Kansas.
2018 Invited Panelist: “Transnationalism Perspectives on Colonialism: Past and Present,
Research at KU (Roundtable)". Presentation: Understanding the Pervasive Nature of
the Neo-Colonial Pedagogy: Refugee Children in Italian Classrooms. University of
Kansas.
2017 Invited Panelist: AERA Division G at KU, KU Professionals for Inclusion and Social Justice
(ISJ), and the Center for Latin American & Caribbean Studies (CLACS). “Forced
Mobility”. University of Kansas.
2017 Invited Keynote Speaker: Landscapes of Urban Education lecture series. “The
Precarity of Inclusion & (Be)longing: The Experiences of Undocumented and
Refugee/Asylum-Seeking Youth in Schools.” School of Education, Syracuse University,
NY.
2014 Invited Keynote Speaker: The Universal Right to Education. Inclusiveness in
education policies and the role of schools. VEEMA Educational Services, Nicosia,
Cyprus.
2011 Invited Speaker: Grounded Theory Methods of Data Collection and Analysis.
Seminars on Qualitative Research Methods. Lebanese American University (LAU).
Byblos Campus, Lebanon.
8SERVICE TO PROFESSION
2018 AERA 19 Annual Meeting, Peer Reviewer for SIG Disability Studies and Division G,
Sections 3-4
2016-2017 Peer Reviewer for Intercultural Education Journal, Italian Journal of Disability Studies.
2015 Reviewer for Routledge Education and Behavioural Science Series.
PROFESSIONAL MEMBERSHIPS/AFFILIATIONS
Nov 2017- Present British Educational Research Association (BERA)
Jan 2016- Present American Educational Research Association (AERA)- International
Affiliate (Non-Elective Member)
Sept 2016- Present Member of the Editorial board of the Italian Journal of Disability Studies
June 2014- Present Società Italiana di Pedagogia (SIPED) – Affiliate (Non-Elective Member).
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