L'adozione nel contesto e co-testo scuola. Literature review su adozione-scuola con Atlas.ti

Our research wants to be a meta-analysis work; its purpose is to focus on adoption and to analyse the “textual-semantic correlates” through which this topic has been understood and interpreted by international literature. In particular, the aim is to describe and codify the semantic-linguistic treatment of “adoption of children” theme with reference to school adjustment issue. In the title of the following thesis, “Adoption in the school context and co-text”, the term co-text (stemming from linguistics) points out the inquiry function in texts and the purpose of meta-reflective comparison among texts of articles coming from the journals with a high impact factor. After selecting those journals which directly and indirectly dealt with school issues of adopted pupils, we used the tools of computer-assisted qualitative analysis to organise, codify, and query the documents, which were subsequently analysed, according to three stages: description, analysis, interpretation-building of an emerging theory. Among text-analysis softwares, Atlas.ti better fits to the specific aim of the qualitative approach based on Grounded theory. The use of Atlas.ti allows increasing abstraction operations that require and get over the most restrictive mechanism for descriptive returning of data, typical of content analysis and thematic analysis. The computer-based analysis undertaken by Atlas.ti has made the literature review process easier: from the initial organization of articles to the scanning and analysis of texts, until the drafting of a theoretical hypothesis which has come up in the comparison between “adoption and school” code network and “open adoption”code network. Indeed, the selected codes put into network and then compared throughout the thematic families have allowed to make a bridge network by which the adoptive identity’s ecological view and the bridge code “genealogical bewilderment” have been abstracted.