American University of Central Asia - AUCA - University Directory

Andrea Mattia Marcelli, Ph.D.

Associate professor

Master of Arts in Teaching Department

Division of Social Sciences

 

Email: [javascript protected email address]

 

Dr. Andrea Marcelli is an Associate Professor in the Master of Arts in Teaching (MAT) Program at the American University of Central Asia. He holds a Doctor of Philosophy degree in Social Sciences and Humanities with a focus on education from Università degli Studi Niccolò Cusano (2022, Italy), a teaching certification from the same university (2017‍–‍2018, Italy), a second-level Master’s diploma in Interdisciplinary Humanities from IUSS – Istituto Universitario di Studi Superiori (2011, Italy), a specialized Master’s degree in Foucault Studies (2011) and a Bachelor of Arts in Philosophy, Education, and Social Sciences from Università degli Studi di Pavia (2008, Italy).

Dr. Andrea Marcelli joined AUCA in June 2024 (full-time from August 2024) and teaches six courses. His core research focuses on the intersection between informal education, cultural heritage, and geographically challenged areas. Such investigation is undertaken under the umbrella of ecopedagogy, including educational ecosystem analysis aimed at the assessment of the social sustainability of educational processes. Accordingly, this involves researching education as a social phenomenon that acts at the community level rather than solely focusing on individual learning and achievement. Interests in the connections between cultural heritage and education extend to both historical and intercultural studies, including research on the educational ontologies presupposed by modern and premodern institutions, oral histories, or migrant experiences. Among Dr. Marcelli’s projects: Ecopedagogy of cultural heritage in the European Outermost Region of the Azores; the Case study “Italy” on the educational ecosystem underlying entrepreneurship education in VET; Historical research on the institutionalization of abandoned children in modern Europe.

Dr. Marcelli began lecturing in Philosophy and Critical Thinking at the late Faculty of Humanities and Social Sciences of La Trobe University (2013‍–‍2014, Australia). He later took up the role of Philosophy, Social Sciences, and EFL teacher at different Italian secondary schools (2017‍–‍2018). In the same period, he consulted as a curriculum developer and teacher trainer for Gentium Schola Opitergium (Italy), achieving compliance between the International Baccalaureate Diploma Programme and the Italian national curriculum. Beginning in late 2018, Dr. Marcelli became an Adjunct Lecturer at Università Niccolò Cusano, facilitating Educational Anthropology, Epistemology of Education, Educational Research, and Social Pedagogy to pre-service and in-service secondary school teachers, educators, and social workers. He later rose to the position of Research Fellow (2022). Concurrently with lecturing, Dr. Marcelli acted as quality assurance officer for the Master of Education at the same university.

In terms of international mobility, Dr. Marcelli collaborated with different European and extra-European universities, both as a recipient of the Erasmus+ grants and in a personal capacity. Visiting lectureships include the University of Tampere (2019, Finland), University of Azores (2020 and 2023, Portugal), Libertas University (2022, Croatia), University of Pristina (2023, Kosovo), and University of Ferrara (2024, Italy).

Dr. Marcelli is also active in the scientific publication industry. As of 2024, he is a scientific editorial consultant of Pensa MultiMedia and regularly audits up to 11 journals of education for compliance with quality requirements and indexing standards. For the same publisher, he works as executive editor of Formazione & insegnamento: European Journal of Research on Education and Training (2279‍-‍7505)—ranked “A” by the Italian national academic index and widely indexed internationally. Dr. Marcelli is a member of the scientific boards of the following book series: Formazione (1970‍-‍8408), La Società Formativa (2284‍-‍3000), Non Solo Scuola (2284‍-‍287X), Patrimoni Culturali e Ricerca Educativa (2421‍-‍1192). Such commitments are complemented by services to the profession performed for Scopus-ranked journals of education. Dr. Marcelli worked for the European Commission to evaluate HORIZON applications of his area of expertise.

  • [mobility grant] Teaching mobility at the Faculty of Education and Culture (EDU), University of Tampere (Finland, SF TAMPERE17)
  • [mobility grant] Faculdade de Ciências Sociais e Humanas, Departamento de Educação, University of Azores (Portugal, P-ACORES-01)
  • [research grant] “Educational pathways for the inclusion of Unaccompanied Foreign Minors (UFMs) in the border territory of Friuli Venezia Giulia, from the perspective of the Developmental Niche Construction Theory considered within the framework of eco-pedagogy” (18 months, Italy, Call 465/2022).
  • [award] University of Pristina’s “Hasan Prishtina” Award “for his contribution to the 22nd Edition “Prishtina International Summer University”
  • Collective learning
  • Community Education
  • Ecopedagogy
  • Educational ecosystem analysis 
  • Heritage and education
  • History of education
  • Informal education 
  • Social Sciences Education

Monographs

Peer-reviewed articles

  • Marcelli, A. M. (2024). The Myth of Childhood in the Kalevala: A Case of Formative Fatalism in Finnish Cultural Heritage. Formazione & insegnamento, 22(1), 163–176. https://doi.org/10.7346/-fei-XXII-01-24_18
  • Gualdaroni, F., Marcelli, A. M. (2023). Putte di Coro and Venetian Talented Education in the Late 17th and Early 18th Centuries. Formazione & insegnamento, 21(1), 255–266. https://doi.org/10.7346/-fei-XXI-01-23_31
  • Salerno, V., Marcelli, A. M. (2022). Genealogy of Christian Leadership: The Role of Pastoral Care in Educating Communities. Studia Aloisiana, 13(2), 19–30. https://www.ceeol.com/search/article-detail?id=1160531
  • Salerno, V., Marcelli, A. M., & Casasola, G. (2022). Placement guidance for disadvantaged teenagers in socio-educational settings: Solutions from Friuli Venezia Giulia. Studium Educationis, 13(2), 54–63. https://doi.org/10.7346/SE-022022-06
  • Marcelli, A. M., & Morselli, D. (2022). Post-qualitative Inquiry and CHAT’s Formative Interventions: Epistemological Legitimacy Beyond Methodological Concerns. Formazione & insegnamento, 20(2), 211–226. https://doi.org/10.7346/-fei-XX-02-22_16
  • Marcelli, A. M., Sousa, F., Fonseca, J., Silva, L. S. da, Melotti, M., & Costa, S. G. (2022). The Unknown Carnival of Terceira Island (Azores, Portugal): Community, Heritage, and Identity on Stage. Sustainability, 14(20), 13250. MDPI AG. http://dx.doi.org/10.3390/su142013250
  • Alessandrini, G., Di Pinto, G., Giovanazzi, T., & Marcelli, A. M. (2022). Educating Communities: From the Epistemology of Educational Research to the Case of Adult Learning Centres in Italy. Formazione & insegnamento, 20(1, tome II), 966–975. https://doi.org/10.7346/-fei-XX-01-22_86
  • Marcelli, A. M., & Salerno, V. 2022. How transformative are community education projects? Meta-analysis of two case studies. Mizar: Costellazione di Pensieri, 16, 24–42. http://siba-ese.unisalento.it/index.php/mizar/article/view/25441
  • Minello, R., & Marcelli, A. M. (2022). From utopias to cities that become learning ecosystems: An interpretation of Campanella’s City of the Sun. Formazione & insegnamento, 20(1 tome I), 10–22. https://doi.org/10.7346/-fei-XX-01-22_02
  • Morselli, D., & Marcelli, A. M. (2022). The role of qualitative research in Change Laboratory interventions. Journal of Workplace Learning, 34(2), 215–228. DOI: 10.1108/JWL-08-2020-0140 https://doi.org/10.1108/JWL-08-2020-0140
  • Balzano, V., Cuppari, A., Michelotti, R., & Marcelli, A. M. (2021). Modelling Bottom-up Territorial Development within the Framework of Sustainable Educational Research: A ‘Multi-Voice’ contribution concerning transformative, innovative, and participatory processes facing local sociocultural demands and special needs. Formazione & insegnamento, 19(1 tome II), pp. 774–785. https://doi.org/10.7346/-fei-XIX-01-21_66
  • Minello, R. & Marcelli, A. M. (2021). Technoscience and Citizenship: A Dewey-inspired Reading of the Educational Challenges of Contemporary Participatory Democracy. QTimes, 13(1), 29–40. https://www.qtimes.it/?p=file&d=202102&id=minello-marcelli_qt-jetss_gen_2021.pdf
  • Marcelli, A. M. (2020). Developmental niche construction in education sciences: epistemological considerations and anthropological evidence on its outcomes for community education. Formazione & insegnamento, 18(4), 11–25. https://doi.org/10.7346/-fei-XVIII-04-20_01
  • Marcelli, A. M. (2020). Greater Humanities for Education. Formazione & insegnamento, 18(1 tome I), 144–156. https://doi.org/10.7346/-fei-XVIII-01-20_13
  • Marcelli, A. M. (2019). Conflating contrasting needs: Introducing a model for designing teacher research in sub-optimal educational contexts. Formazione & insegnamento, 17(3), 39–58. https://doi.org/10.7346/-fei-XVII-03-19_04

Chapters

  • Marcelli, A. M. (2024). The Myth of Childhood in the Kalevala: A Case of Formative Fatalism in Finnish Cultural Heritage. Formazione & insegnamento, 22(1), 163–176. https://doi.org/10.7346/-fei-XXII-01-24_18
  • Gualdaroni, F., Marcelli, A. M. (2023). Putte di Coro and Venetian Talented Education in the Late 17th and Early 18th Centuries. Formazione & insegnamento, 21(1), 255–266. https://doi.org/10.7346/-fei-XXI-01-23_31
  • Salerno, V., Marcelli, A. M. (2022). Genealogy of Christian Leadership: The Role of Pastoral Care in Educating Communities. Studia Aloisiana, 13(2), 19–30. https://www.ceeol.com/search/article-detail?id=1160531
  • Salerno, V., Marcelli, A. M., & Casasola, G. (2022). Placement guidance for disadvantaged teenagers in socio-educational settings: Solutions from Friuli Venezia Giulia. Studium Educationis, 13(2), 54–63. https://doi.org/10.7346/SE-022022-06
  • Marcelli, A. M., & Morselli, D. (2022). Post-qualitative Inquiry and CHAT’s Formative Interventions: Epistemological Legitimacy Beyond Methodological Concerns. Formazione & insegnamento, 20(2), 211–226. https://doi.org/10.7346/-fei-XX-02-22_16
  • Marcelli, A. M., Sousa, F., Fonseca, J., Silva, L. S. da, Melotti, M., & Costa, S. G. (2022). The Unknown Carnival of Terceira Island (Azores, Portugal): Community, Heritage, and Identity on Stage. Sustainability, 14(20), 13250. MDPI AG. http://dx.doi.org/10.3390/su142013250
  • Alessandrini, G., Di Pinto, G., Giovanazzi, T., & Marcelli, A. M. (2022). Educating Communities: From the Epistemology of Educational Research to the Case of Adult Learning Centres in Italy. Formazione & insegnamento, 20(1, tome II), 966–975. https://doi.org/10.7346/-fei-XX-01-22_86
  • Marcelli, A. M., & Salerno, V. 2022. How transformative are community education projects? Meta-analysis of two case studies. Mizar: Costellazione di Pensieri, 16, 24–42. http://siba-ese.unisalento.it/index.php/mizar/article/view/25441
  • Minello, R., & Marcelli, A. M. (2022). From utopias to cities that become learning ecosystems: An interpretation of Campanella’s City of the Sun. Formazione & insegnamento, 20(1 tome I), 10–22. https://doi.org/10.7346/-fei-XX-01-22_02
  • Morselli, D., & Marcelli, A. M. (2022). The role of qualitative research in Change Laboratory interventions. Journal of Workplace Learning, 34(2), 215–228. DOI: 10.1108/JWL-08-2020-0140 https://doi.org/10.1108/JWL-08-2020-0140
  • Balzano, V., Cuppari, A., Michelotti, R., & Marcelli, A. M. (2021). Modelling Bottom-up Territorial Development within the Framework of Sustainable Educational Research: A ‘Multi-Voice’ contribution concerning transformative, innovative, and participatory processes facing local sociocultural demands and special needs. Formazione & insegnamento, 19(1 tome II), pp. 774–785. https://doi.org/10.7346/-fei-XIX-01-21_66
  • Minello, R. & Marcelli, A. M. (2021). Technoscience and Citizenship: A Dewey-inspired Reading of the Educational Challenges of Contemporary Participatory Democracy. QTimes, 13(1), 29–40. https://www.qtimes.it/?p=file&d=202102&id=minello-marcelli_qt-jetss_gen_2021.pdf
  • Marcelli, A. M. (2020). Developmental niche construction in education sciences: epistemological considerations and anthropological evidence on its outcomes for community education. Formazione & insegnamento, 18(4), 11–25. https://doi.org/10.7346/-fei-XVIII-04-20_01
  • Marcelli, A. M. (2020). Greater Humanities for Education. Formazione & insegnamento, 18(1 tome I), 144–156. https://doi.org/10.7346/-fei-XVIII-01-20_13
  • Marcelli, A. M. (2019). Conflating contrasting needs: Introducing a model for designing teacher research in sub-optimal educational contexts. Formazione & insegnamento, 17(3), 39–58. https://doi.org/10.7346/-fei-XVII-03-19_04

Proceedings

  • Marcelli, A. M. (2022). [Proceedings] “Os nossos ossos mergulham no mar”: Azorean existential experiences as a case for ecopedagogy. In E. Zizioli, A. D'Antone (Eds.), Con e per ogni 'filo d'erba': Progettazione partecipata e percorsi di emancipazione dentro e fuori la scuola (pp. 135–143). Brescia: Zeroseiup.
  • Marcelli, A. M. (2022). [Proceedings] Fantasia su misura: la negoziazione della liminalità nell’opera formativa degli artigiani italiani del LARP. In A. Luigini, C. Panciroli, & P. Somigli (Eds.), ARTEDU2021: Arte di Educare Educare all’Arte (pp. 232-240). Milano: FrancoAngeli. [link] 
  • Marcelli, A. M. (2021). [Abstract] “Os nossos ossos mergulham no mar”: Azorean existential experiences as a case for ecopedagogy. In Educazione Territori Natura: Percorsi di cittadinanza a partire dalla scuola, 2–4 dicembre 2021: Abstract book (58). Bozen: Free University of Bozen-Bolzano. [Link
  • Marcelli, A. M. (2013). [Abstract] Hermeneutics as Epistemic Ground: A Foucauldian Trail. Australasian Society for Continental Philosophy Annual Conference 2013. University of Western Sydney. [Link]
  • Marcelli, A. M. (2013). [Abstract] Understanding Informative Clues: Language Change and Belief Revision. Australasian Postgraduate Philosophy Conference, October 4th–6th 2013. School of Historical and Philosophical Studies, University of Melbourne. [Link]
  • Marcelli, A. M. (2012). [Proceedings] Il bivio evolutivo di Tomasello: Rinforzo sociale o belief Revision?. In M. Cruciani, F. Cecconi (Eds.), Atti del 9° Convegno Annuale dell’Associazione Italiana di Scienze Cognitive (AISC) (225–230). Trento: Università degli Studi di Trento. [Link]
  • Marcelli, A. M. (2012). [Abstract] Cooperation model and linguistic practices: A comparative view. Australasian Association of Philosophy Conference 2012. University of Wollongong. [Link]
  • Marcelli, A. M., & Pasquali, G. (2011). [Abstract] Overcoming the Agency-Structure Dualism: A Foucauldian Perspective. 9th Pavia Graduate Conference in Political Philosophy, 22–23 September 2011. Università degli Studi di Pavia. [Link]

Handbooks

  • Marcelli, A. M. & Minello, R. (2019). [Handbook] Manuale di Storia del Pensiero Scientifico: Problemi, Teorie, Programmi di Ricerca a Confronto. Roma: Edicusano.

Reports

  • Cedefop, Baltina, L., Diego, I., Hogart, T., Kulss, D., Marcelli, A. M., Morselli D., & Singer, S. (2022). Entrepreneurship competence in vocational education and training: case study : Italy. Luxembourg: Publications Office of the European Union. http://data.europa.eu/doi/10.2801/794839
  • Academic Writing 1 (Master of Arts in Teaching)
  • Adolescent Development and Learning (Master of Arts in Teaching)
  • Graduate Research Project 1 (Master of Arts in Teaching)
  • Historiography (with Dr. Pojar, Master of Arts in Teaching)
  • Teaching Laboratory 1 (Master of Arts in Teaching)
  • Teaching Laboratory 2 (Master of Arts in Teaching)

 

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