I am a dedicated school leader, educator, and researcher with a deep passion for social justice. Born and raised in Italy, I hold dual citizenship and moved to the U.S. to attend UC Berkeley, where I also began teaching at La Scuola International. My commitment to advancing equitable education systems and driving positive change through teaching and learning inspired me to pursue both a Master's and a Ph.D. in Education at the University of Cambridge.
Throughout my career, I have taught at the university level, overseen the development of innovative schools, and served as a school principal. As a workshop leader with the Innovative Teacher Project and the International Baccalaureate Organization, I have worked with educators worldwide to implement transformative teaching practices.
Outside of work, I value spending time with friends and family and love exploring new destinations through travel.
My research focuses on education and social justice, with a particular interest in how education can foster equity, inclusion, and diversity. My Ph.D. research centered on the renowned Reggio Emilia schools—public, child-centered preschools in Italy celebrated worldwide for their innovative and high-quality education.
In my work, I explored the history of these schools, highlighting their foundation and development in connection with women's emancipation movements—a narrative often overlooked. I also analyzed how their progressive pedagogy evolved over time in response to shifting political contexts. My writing spans topics such as women's history, teachers' professionalism, and issues of equity related to gender, race, class, and sexuality in education.
Education is my passion and purpose because I deeply believe in its power to transform the world for the better. By improving schools, advancing equity in education, and inspiring students and teachers to become agents of social change, we can create lasting and meaningful impact. Below are examples of pieces I have written for a wider public audience.
Many parents wonder whether young children's academic development will be hindered by learning a second language. Quite the contrary—research shows there are significant advantages to raising a bilingual or multilingual child, including benefits in linguistic, cognitive, and cultural development. From a social justice perspective, bilingualism is not only a valuable tool for cognitive growth but also for fostering a more inclusive, equitable world.
Raising bilingual children supports the International Baccalaureate (IB) focus on international-mindedness, which emphasizes understanding and appreciating diverse cultures and perspectives. By learning multiple languages, children are better equipped to engage with global communities, break down language barriers, and challenge inequities.
In this piece, I explore the advantages of bilingualism in greater detail and share resources to help parents support their children's linguistic and cultural development.
We, the authors of this piece, are a group of early childhood education (ECE) educators, head of schools, and leaders inspired by the Reggio Emilia Approach. At the time of writing, we all live in California, primarily around the Bay Area.
In this article, we reflect on the ways in which the principles and practices of Reggio Emilia have provided us with inspiration, comfort, and a renewed understanding throughout the challenges of the Covid-19 pandemic. These principles have not only supported our professional growth but have also deepened our commitment to confronting the inequities that were exacerbated by the pandemic.
In this article, co-written with Susan Lyon, the founding Director of the Innovative Teacher Project, we describe the process of leading the staff at Gan Shalom Preschool as they prepared for a conference. We explore how this collaborative preparation not only enhanced the teachers' professional development but also demonstrated the transformative impact of teacher training. By engaging in a process of individual and collective reflection, educators were able to deepen their understanding of their practice, build stronger connections with colleagues, and foster a learning environment that encourages continuous growth. This experience highlights the importance of professional development in creating meaningful change in education.
Reading The Color Monster: A Pop-up Book of Feelings helps children explore and process their emotions. By fostering emotional intelligence, the book encourages empathy and self-awareness. When children learn to understand their own feelings, they are better equipped to respect diverse perspectives and contribute to more inclusive, compassionate communities.
In this short video series, I join Zephira Derblich-Milea, Youth Program Manager at Shalom Bayit, to discuss how to teach preschoolers about consent, boundaries, and respect. We explore practical strategies for fostering a culture of consent from a young age, empowering children to understand and assert their boundaries while respecting others'. This approach not only supports emotional development but also lays the foundation for social justice by promoting mutual respect, equality, and a sense of agency in all individuals.
My work at Gan Shalom Preschool on teaching consent and respect was highlighted in The J, a prominent Jewish newspaper, in an article titled How Are Jewish Schools Teaching Sex Education in the Era of #MeToo? This recognition underscores the importance of fostering a culture of consent and mutual respect from an early age as a critical part of social justice work. By teaching young children to understand and assert their boundaries while respecting others, we are laying the foundation for a more inclusive and equitable society.
This short piece reflects on my experience leading the creation of a large public school in Ecuador, drawing on lessons learned from designing an educational space that was both functional and pedagogically engaging. Inspired by the principles discussed in the article How to Make a Basic School Design Pedagogically Interesting: Learning from a Case in Ecuador, I explore how thoughtful school design can support progressive pedagogies and enhance the learning experience. By prioritizing flexibility, accessibility, and connection to the community, we aimed to create a space that nurtures both academic and social development, aligning with my belief that the physical environment plays a crucial role in fostering equitable, inclusive education.
In this article, written in Spanish, we discuss the essential role of art and the aesthetic dimension in schools, drawing on the Reggio Emilia approach of "the 100 languages of children." We explore how integrating art into education enables children to express themselves through multiple forms of creativity, fostering the full development of their potential. By embracing the aesthetic experience, we highlight how art nurtures not only personal growth and emotional expression but also social cohesion, enabling students to communicate, explore, and build community in diverse and meaningful ways. This approach supports the creation of dynamic, inclusive learning environments that recognize the many ways children can engage with and understand the world.
This reflective piece is aimed at teachers and educational leaders, exploring how to cultivate a meaningful mentorship relationship on an international scale, particularly when the mentor is based in a different country. It provides insights into the unique challenges and opportunities of cross-cultural mentoring and offers practical strategies for fostering a connection that transcends geographic boundaries.