Narrare il contrasto alla povertà educativa: valutazione degli interventi finalizzati all'empowerment

The evaluation of interventions against educational poverty requires, as a premise, an answer, albeit not a definitive one, to a number of questions: if there is no agreement on the definition of educational poverty, how can we agree on the criteria for evaluating the success of counteracting actions?; Who are the protagonists of the projects and How can they be involved in the evaluation processes?; Are there models and criteria valid for all projects that can lead to a generalisation of results or does each intervention have its own specificity that makes its outcomes unique? Once these questions have been answered, the paper will address the emergence of a so-called rigorous model of evaluation, the counterfactual, and the possibility of proposing more pluralistic and integrated evaluation approaches that take into account the complexity of constructs and projects and the organisational difficulties of evaluation processes as well.