Educazione interculturale: Announcements 2023-03-28T15:54:27+02:00 Open Journal Systems <strong>Educazione interculturale (<em>Intercultural Education</em>) – ISSN 2420-8175</strong> is a scientific, interdisciplinary, open access journal, with the aim of putting into dialogue critical essays, empirical and applied experiences related to the issues of cultural and gender differences, migration, discrimination and inclusion in multicultural contexts. Call for Papers: Call for Papers Vol. 22 N. 1/2024 - Anti-racism and intercultural education 2023-03-28T15:54:27+02:00 Educazione interculturale <p><em>Dossier coordinated by</em></p> <p><em>Flavio Santiago (Universidade Federal de Juiz de Fora/ Universidade de São Paulo – Brazil);</em></p> <p><em>Maria Walburga dos Santos (Universidade Federal de São Carlos – Brazil);</em></p> <p><em>Katia Cristina Norões (Universidade Federal do Sergipe – Brazil).</em></p> <p>&nbsp;</p> <p>The term "race" takes various and peculiar meanings according to different cultural contexts. In Italy, several researchers, referring to the scientific discoveries produced by studies on population genetics and the article III of the UNESCO Declaration on Race and Racial Prejudice (1967), emphasize that not only racial doctrines have no scientific basis but also reject the use of the word "race" still burdened with hostile and disdainful content (See: Lorenzini, 2017; Ben Jelloun, 2005). Amongst others, population genetics scholars such as Luigi Luca Cavalli Sforza (2013) and Guido Barbujani (2006), dismantle the concept of race, illustrating how it does not correspond to any scientifically recognizable entity and is ineffective to comprehend the basis of humanity’s biological and cultural differences, whose existence is recognized among human groups. On the contrary, the term “race” is still widely used in anglophone contexts, as well as in the field of Brazilian academia, to which the editors of this monographic issue belong.</p> <p>Throughout history, racial differences have been used to justify social hierarchy and legitimize relationships of dominance in Brazil and many other local, regional, national, and international contexts. Racism and ethnic-based, somatic, and cultural discrimination have often manifested&nbsp;&nbsp; as active phenomena, capable of determining economic factors and regulating social relations (Mellino, 2016). In societies with a high index of racism, ways of life and processes of subjectivation are consolidated and become predominant elements in the establishment of social relations. Many everyday practices that are apparently innocuous teach and reinforce privileges and imperatives of whiteness and blackness, often disqualifying and dehumanizing some groups, such as black people, Roma, Sinti, nomadic and indigenous people, including children. There is therefore a need for an ongoing reflection on how to think and organize the educational contexts to promote actions capable of combating racism, stereotypes, preconceived notions, and the culture of discrimination. In that sense, this issue intends to contribute to the ongoing debate in the field of intercultural education, to help comprehend and oppose racial hierarchization in its various dimensions, considering the different subjects involved.</p> <p><strong>&nbsp;</strong></p> <p><strong>Abstract by 15 September 2023;</strong></p> <p>Interested researchers are invited to submit an abstract to the editors by September 15, 2023. The abstract, with 300 to 350 words, must contain: (i) a brief presentation of the topic supported by an international bibliography; (ii) the nature of the text (research, studies and essays etc); (iii) a quick, properly motivated, description of the matter supported by an international bibliography; (iv) the methodology (in the case of research); and (v) concise conclusions.</p> <p><strong>Acceptance or rejection abstract by 25 September 2023;</strong></p> <p><strong>Full contribution by 15 December 2023.</strong></p> <p>The abstract, the article in Word file format, and the metadata must be <strong><u>uploaded within the journal&nbsp; platform</u></strong> using the submission procedure instructed in the section “Make a submission” which can be found in the first page of the journal <a href=""></a>. <strong><u>and sent to the email addresses of the Dossier coordinators</u></strong>:</p> <ul> <li class="show"></li> <li class="show"></li> <li class="show"></li> </ul> <p>Submissions that successfully pass the double-blind peer-review will be published in Vol. 22 No. 1 (May, 2024) of the journal Educazione Interculturale. Teorie, Ricerche, Pratiche.</p> <p>PDF version of the call can be found <a href="">here</a></p> 2023-03-28T15:54:27+02:00 Call for Papers: Call for Papers Vol. 21 N. 2/2023 Thinking postcolonial pedagogy to decolonise education 2023-02-01T09:57:30+01:00 Educazione interculturale <p>How may we approach pedagogy and intercultural education today without first confronting the historical and political obstacles constituted by colonialism? To better educate ourselves and others, we must consider the history of our heterogenous, plural society and understand that this history continues to influence the relationship between native populations and migrants today. With regard to our countries’ cultural pedagogy, we have neglected to expose the adverse effects of colonialism. In fact, colonialism extends its shadow over all forms of cultural discourse, and it is therefore critical to approach matters of intercultural education with this legacy in mind. We may begin this process by prioritizing a postcolonial mindset, in which the <em>post</em> does not denote an overcoming but rather the recognition of our cultural conditioning that sought to justify forms of exploitation, violence, and racism. Embracing a postcolonial perspective also means adopting an attitude of materialism. In this way, one can recognize privileges and acts of intercultural domination in our own cities, which a mere culturalist would fail to identify. In pursuit of a postcolonial pedagogy, we must uphold decolonial educational practices to decolonize school curricula, the contents of school disciplines and the ways of teaching, to deconstruct implicit and explicit prejudices that reproduce colonial asymmetry, and to address flaws in mass media representation. To address these issues, we welcome contributions (of a theoretical, historical, or empirical nature) dealing with the following topics:</p> <p>&nbsp;</p> <p>- educational history of European colonialism,</p> <p>- (neo)colonial dynamics in society and education today,</p> <p>- links between colonialism and contemporary migration,</p> <p>- links between historical colonialism and diasporas,</p> <p>- the representation of colonialism in disciplinary contents,</p> <p>- the representation of colonialism in mass media representation,</p> <p>- how postcolonial awareness can change intercultural pedagogy,</p> <p>- thinking about a diverse, postcolonial culture in formal and non-formal settings,</p> <p>- decolonizing youths’ imagination,</p> <p>- politics, migration, and colonialism,</p> <p>- the social and political activism of postcolonial subjects,</p> <p>- rethinking curricular content from an intercultural and postcolonial perspective,</p> <p>- educational practices that incorporate otherness in their teaching, organisational and curricular projects.</p> <p>&nbsp;</p> <p><strong>Abstract by 31 March 2023;</strong></p> <p>A minimum of 300 to a maximum of 350 words. It must contain: (i) a presentation of the topic; (ii) the nature of the text (research, studies and essays, etc.); (iii) a brief exposition of the topic, adequately justified; (iv) the methodology (in the case of research); and (v) brief conclusions.</p> <p><strong>Acceptance or rejection abstract by 15 April 2023;</strong></p> <p><strong>Full contribution by 15 September 2023.</strong></p> <p>&nbsp;</p> <p>Abstracts and full contributions should be uploaded on the Journal website and sent to the email addresses of the Dossier coordinators:</p> <p></p> <p></p> <p>&nbsp;</p> <p>The Dossier may include a minimum of 6 and a maximum of 16 articles, in English, French, Spanish, Italian.</p> <p>PDF version of this call can be found <a href="">here</a>.</p> 2023-02-01T09:57:30+01:00 Call for Papers: Call for Papers Vol. 21 N. 1/2023 - Education in a world of conflict and division. Edited by Stephen McKinney (University of Glasgow) and Federico Zannoni (University of Bologna) 2022-07-15T17:39:14+02:00 Educazione interculturale <p>There are many sites of conflict and division in the contemporary world.&nbsp;The armed conflicts in Syria, Afghanistan and Ukraine continue to affect the lives of many people and have disrupted the educational systems in these countries. Similarly there are political, sectarian, ethnic and cultural divisions in parts of the world that impact on inclusion and equity in Education. This special issue seeks to explore the challenges of Education in a world of conflict and division and welcomes papers that focus on the following themes and &nbsp;interventions.&nbsp;</p> <p>&nbsp;</p> <ul> <li class="show">Education and quality of education in contexts of armed conflict.&nbsp;&nbsp;</li> <li class="show">The challenges in Educational systems marked by political divisions.&nbsp;&nbsp;</li> <li class="show">Addressing equity and inclusion in school systems divided on sectarian or racial grounds..&nbsp;</li> <li class="show">Tackling the effects of &nbsp;racism in schools on students and teachers.&nbsp;&nbsp;</li> <li class="show">Including children and young people of minority cultures in Education.&nbsp;&nbsp;</li> </ul> <p>&nbsp;</p> <p>The editors of the monographic dossier await the submission of an abstract (500 words) no later than <strong>15th September 2022</strong>. Acceptance / rejection of the proposal will be communicated by <strong>20th September 2022</strong>.&nbsp;&nbsp;The complete contribution must be sent no later than <strong>30th November 2022</strong>. &nbsp;Double-blind peer review will follow.&nbsp;</p> <p>Guidelines for authors are available at the following address:&nbsp;<a href=""></a>&nbsp;</p> <p>Abstracts and contributions must be sent to the following email address:&nbsp;<a href=""></a>;&nbsp;<a href=""></a>;&nbsp;<a href=""></a>&nbsp;</p> <p>PDF version of the call can be found <a title="ENG Call EI Vol. 21 n. 1 May 2023" href="">here</a></p> 2022-07-15T17:39:14+02:00 Call for Papers: Call for papers Vol. 20, n. 2/2022 - Migrant families: intergenerational dynamics and inclusion in socio-educational contexts 2022-06-15T13:21:36+02:00 Educazione interculturale <p><strong>&nbsp;</strong></p> <p>The family as a social phenomenon has long been the protagonist of studies and research in various disciplines (sociology, psychology, sociolinguistics, educational linguistics, social and intercultural pedagogy, cultural anthropology...), which have highlighted its complex relational, communicative and sociocultural dynamics in migratory contexts. As the current conflict in Eastern Europe is giving rise to a forced migration mainly of women and minors, it is urgent to return to reflecting on the specificities of family migration through a systemic and interdisciplinary approach.</p> <p>The family that faces the migratory experience finds itself in a new social and cultural system, where intergenerational and gender roles and relationships may undergo a partial or complete transformation. The new generations and minors play a fundamental role in this redefinition process, taking place<em> in</em> and <em>through </em>contact with the educational and school contexts. Given the ever-wider access to school of minors from migrant backgrounds, educational institutions become a place of inclusion and observation of varied parenthood, educational and care styles that compare themselves and / or change in contact with those of the country of arrival. Through the growth processes of sons and daughters, families enter into dialogue with training approaches and educational places in which adults, parents and educators meet, creating new synergies and educational models based on plurality (Ambrosini, 2019).</p> <p>Within this process of family adaptation that migration generates, the redefinition of <em>gender roles</em> becomes central with respect to both the traditions and customs within the family unit and the emotional, cultural and religious ties that are re-established therein in the light of mobility. Starting from the education of children, inevitably in search of a balance between multiple linguistic and cultural backgrounds, a renegotiation of rules, roles, representations and tasks of the various members of the "migrant family" emerges (Crivellaro, 2021).</p> <p>In addition to the aspects related to gender, an <em>intergenerational approach</em> also invites us to grasp the depth of the effects that migrations produce even beyond the generation that was the direct protagonist, expressing all the potential for social transformation that the phenomenon brings with itself (Zanfrini, 2016). Some authors (Attias-Donfut et al., 2012; Schmoll et al., 2017; Ambrosini, 2019) have highlighted that every migration crisis inevitably affects several generations following the migrant one. The new generations inherit a family migration history and an "ethnic status" (Zanfrini, 2018) which also influence their processes of socialization, with the associated constraints and resources.</p> <p>The family also plays a fundamental role in defining attitudes towards the different linguistic-cultural codes (of origin) that make up the linguistic and identity repertoires of minor children, influencing the mechanisms of <em>maintenance, loss </em>or <em>erosion</em> of the language(s) of origin, as well as the definition of an open approach to the coexistence of multiple linguistic varieties in communication practices (Chini &amp; Andorno, 2018; Cognigni, 2019). The construction of the linguistic and cultural repertoires of "second generation" children and adolescents, as well as of the subsequent ones, also depends on the way in which communication practices between parents and children are organized and on the specific language policies that families adopt, depending on their migratory project and / or on the various internal and external influences to the family unit (Spolsky, 2012).</p> <p>Choosing the “migrant family” as an observation point for migratory processes means being able to examine, among other aspects, the different relational and communicative modalities through which family ties and cultural connections are built and / or maintained among its members and with the contexts of origin, the intergenerational dynamics relating to the transmission of languages ​​and cultures of origin, as well as the identity, socio-cultural and communicative transformations that arise when it comes into contact with different socio-cultural and educational contexts in the country of arrival.</p> <p>With Vol. 20, N. 2 of the journal “Intercultural Education, Theories, Research, Practices”, which will be published in November 2022, we intend to create a monographic Dossier that promotes interdisciplinary discussion on the above-mentioned topics. The call, open to professors and academic researchers, is intended as an opportunity to reflect on the state of the art of research in this area. We welcome research contributions of both theoretical and applied nature, with possible examples of projects and / or interventions implemented in socio-educational and school contexts in favor of families and minors from migrant backgrounds.</p> <p>The editors of the monographic dossier, Edith Cognigni (University of Macerata) and Isabella Crespi (University of Macerata) await the submission of an abstract (600-800 words) no later than <strong>30<sup>th</sup> June 2022</strong> and will be written in one of the following <strong>languages</strong>: English, French, Italian or Spanish.</p> <p>Acceptance / rejection of the proposal will be communicated by <strong>15<sup>th</sup> July 2022</strong>.</p> <p>The complete contribution must be sent no later than <strong>30<sup>th</sup> September 2022</strong>. Double-blind peer review will follow.</p> <p>Guidelines for authors are available at the following address: <a href="about:blank#authorGuidelines"></a></p> <p>Abstracts and contributions must be sent (indicating "Abstract for Migrant Families" in the subject) to the following email address: <a href="about:blank"></a></p> <p>PDF version of the call is available <a title="ENG Call EI Vol. 20/2" href="">here</a>.</p> <p><strong>Bibliography</strong></p> <p>Ambrosini M. (2019), <em>Famiglie nonostante, </em>Il Mulino, Bologna.</p> <p>Ambrosini M. (2020), <em>Sociologia delle migrazioni, </em>Il Mulino, Bologna.</p> <p>Attias-Donfut C., Cook J. (2017), <em>Intergenerational Relationships in Migrant Families. Theoretical and Methodological Issues</em>, in Bolzman C., Bernardi L. and Le Goff Jm. (eds), S<em>ituating Children of Migrants Across Borders and Origins. Life Course Research and Social Policies</em>. Vol 7., Springer, Dordrecht, pp. 115-133.</p> <p>Chini M., Andorno C. M. (2018),<em> Repertori e usi linguistici nell'immigrazione. Una indagine su minori alloglotti dieci anni dopo</em>, Milano, FrancoAngeli.</p> <p>Crespi I., Zanier M. L., (2020), <em>Migrazioni, processi educativi e percorsi di cittadinanza. Sfide per una società inclusiva, </em>Sesto San Giovanni, Mimesis Edizioni.</p> <p>Cognigni E. (2019), Migrant family language policies and plurilingual practices: from mothers’ representations to language education policies, in S. Haque (ed.), <em>Family language policy. Dynamics in language transmission under a migratory context;</em> Muenchen, LINCOM; pp. 67-78.</p> <p>Crespi I., Meda S., Merla, L. (2018), <em>Making multicultural families in Europe. Gender and intergenerational relations , </em>London, Palgrave Macmillan.</p> <p>Crivellaro F. (2021), Così lontane, così vicine. Famiglie migranti, ruoli familiari e nuove configurazioni di genitorialità, <em>Archivio antropologico mediterraneo</em> [Online], Anno XXIV, n. 23(2). URL:<a href="about:blank"></a></p> <p>Deluigi R. (2017), Sentieri pedagogici e spazi accoglienti. Minori di origine straniera e intrecci educativi nel territorio, in METIS; Speciali di Metis 1/2017; Bari, Progedit; pp. 290 - 297.</p> <p>Gasperoni G., Albertini M. e Mantovani D., a cura di, (2018), <em>Fra genitori e figli. Immigrazione, rapporti intergenerazionali e famiglie nell’Europa contemporanea</em>, Bologna, Il Mulino.</p> <p>Gozzoli C. e Regalia C. (2005), <em>Migrazioni e famiglie. Percorsi, legami e interventi psicosociali,</em> Bologna, Il Mulino.</p> <p>Merla L. (2018), “Rethinking the Interconnections between Family Socialization and Gender through the Lens of Multi-local, Post-separation Families”, <em>Sociologica</em>, 12(3),47-57, <a href="about:blank"></a>.</p> <p>Riniolo V. (2019), <em>I nuovi volti del cambiamento: le seconde generazioni in italia</em>, in <em>Venticinquesimo rapporto sulle migrazioni 2019</em>, Milano, FrancoAngeli, pp. 295-309.</p> <p>Schmoll C., Dubucs H. and Pfirsch T. (2017), <em>Talking about My Generation. Emigration and Sense Of Generation Among Highly Skilled Italian Migrants in Paris</em>, in Murray L. and Robertson S., eds., <em>Intergenerational Mobilities: Relationality, Age And Lifecourse</em>, Ashgate, London,&nbsp; pp.78-89.</p> <p>Spolsky, Bernard. 2012. Family Language Policy – the critical domain. <em>Journal of Multilingual and Multicultural Development </em>33, pp. 3-11.</p> <p>Zanfrini L. (2018), “Cittadini di un mondo globale, perché le seconde generazioni hanno una marcia in più”, <em>Studi emigrazione/international journal of migration studies, </em>Lv (209), 53-90.</p> 2022-06-15T13:21:36+02:00 Call for Papers: Open Call for Papers 2022-03-29T17:59:49+02:00 Educazione interculturale 2022-03-29T17:59:49+02:00 Call for Papers: Call for Papers Vol. 20 N. 1/2022: Collaborative approaches in research applied to multicultural educational contexts 2022-02-05T12:46:45+01:00 Educazione interculturale <p>In recent times we have seen important changes in research applied to multicultural socio-educational contexts both at national and international level. On the one hand, in the social sciences field, the need to rethink conventional survey forms and strategies has emerged over time to face new challenges; on the other hand, teachers, educators, trainers and social workers have increasingly approached to <strong>participatory and collaborative methods</strong> experiences, capable to combine a heuristic and exploratory approach with the collective elaboration of educational actions and inclusive strategies in different fields of intervention. For example, in the socio-educational and scholastic field, there has been a widespread opportunity to acquire critical tools for <strong>observation and evaluation</strong> and &nbsp;to explore new paths that can imagine <strong>new forms of interaction between research and action</strong> and incorporate <strong>reflective practices</strong> in social and professional interactions taking place in multicultural contexts (such as training-research, ethnographic methods, co-design or, in the evaluation field, participatory approaches such as theory-driven). &nbsp;This happens to be even more relevant in front of the sudden changes experienced in the professional scenarios and intervention contexts, both redesigned due to the outbreak of the Covid-19 pandemic. In fact, the social and health emergency has further highlighted the need to expand and revise the repertoire of methods and tools in order to transform "commendable intentions into effective actions" in multicultural educational contexts and to renew welfare forms in a community and territorial perspective (Ripamonte e Boniforti 2020). In this regard, the pandemic has led to the increase in a specific attention to scholastic contexts, to the need for new looks and tools capable to promote, through active participation approaches, new forms of socio-educational innovation to respond to the worsening of educational poverty and social vulnerabilities. Such reflection places to the center the public engagement role of the Universities and the opportunities for social innovation made possible by this exchange between applied research - and its methodological repertoire - and social change policies implemented on the territory.</p> <p>In the footsteps of this changes, researchers, professionals, educators and social operators are invited &nbsp;to discuss research and/or intervention experiences that focus on possible forms of participatory and collaborative methodologies, as well as to investigate and set out innovative tools and content born from interdisciplinary confrontation and from needs emerged in the current historical and social contingency.</p> <p><strong>Bibliography</strong></p> <p>Agrusti G., Guerzoni G., Matteucci M.C.,&nbsp;<a href="about:blank"><em>I nodi della Ricerca Formazione</em></a>, in: La ricerca formazione: temi, esperienze, prospettive, Milano, Franco Angeli, 2018, pp. 170 e sg</p> <p>Bonetti R. (2019) <em>Etnografie in Bottiglia. Apprendere per relazioni nei contesti educativi</em>, Meltemi, Milano.</p> <p>Dei F. (2021) <em>La scuola multiculturale. Una critica antropologica</em>, Collana Ricerca Azione, MCE, Roma.</p> <p>Ripamonti E., Boniforti D. (2020)<strong>&nbsp;</strong><em>Metodi collaborativi: strumenti per il lavoro sociale di comunità</em>, Le Matite di Animazione Sociale, Edizioni Gruppo Abele, Torino</p> <p>&nbsp;</p> <p><strong>Methods and Timing – The Call is open!!</strong></p> <p>The editors of the dossier are waiting for <strong>an abstracts</strong> (2000 characters including spaces) to be sent no later than <strong>28 </strong>&nbsp;<strong>February 2022, </strong>containing a summary of the article’s structure. The essay will have to be based on a practical experience (in research, action research or work), with a particular focus on the methodological and multidisciplinary dimension. Multi-hand works involving specialists from different disciplines who have found themselves working together operationally are encouraged. The authors will receive a <strong>feedback on acceptance/rejection</strong> <strong>by 5 March 2022</strong> and the <strong>complete contribution</strong>, following the authors’guideline, will have to be sent no later than <strong>10 april 2022</strong>. Double-blind refereeing will follow. This dossier will be published in <strong>may 2022</strong>. Abstracts and contributions should be sent to the following 3 email addresses: <a href="about:blank"></a>; <a href="about:blank"></a>; <a href="about:blank"></a>; <a href="about:blank"></a></p> <p>The authors guidelines can be found at <a href="about:blank#authorGuidelines"></a>.</p> <p><a title="ENG Call EI Vol. 20, n. 1 May 2022" href="">Download this call for papers</a> (PDF)</p> 2022-02-05T12:46:45+01:00 Call for Papers: Call for Papers Vol. 19 N. 2/2021: Multilingualism and the reception of mother tongues of children of foreign origin in educational and school contexts 2021-05-21T10:50:05+02:00 Educazione interculturale <p>The phenomena of transnational mobility at global level bring a plurality of different peculiarities into social, scholastic and educational contexts and in relation to this fact, for some time now, educational systems have been faced with the need to consider multiple aspects related to the reception of children with a migrant background, their opportunities for socialisation and learning, their growth and well-being, their possibilities for future fulfilment and active participation in society. Within this multifaceted heterogeneity, from gender, to the variety of somatic features and skin colours, up to the different individual life projects, values, cultural, religious and linguistic references, we intend to devote this issue of the magazine Intercultural Education 2/2021 to the aspect of mother tongues and the encounter with different languages that involves those who find themselves living in a linguistic-cultural context different from the one they were born in. The complex experience of migration - whether personal and direct or lived by children through family paths - also involves for the individual the task of managing two or more languages, in a condition of drastic changes and delicate balances to be maintained and/or reconstituted; a condition within which, hopefully, to structure an integral and integrated identity, a necessary basis for a harmonious growth. Schools and educational contexts in general have the responsibility to take into account the linguistic heritage brought by those who arrive in a new context and to act with the awareness that <em>a language is not a glove, a disposable instrument and cannot simply be taken off to put on another one, since it innervates our psychological life, our memories, associations, mental schemes</em> (Tullio De Mauro). In the knowledge that through the first communicative contacts with the surrounding environment <em>children not only acquire a language as a means of expression, but also rules, representations and shared meanings. They internalise a logic and a conceptual order that structures and shapes, makes them understand their place in the world. Because through that language they build their identity day after day</em> (Graziella Favaro). In the light of scientific studies that have shown the possible critical aspects but mostly the advantages of bilingualism, and have underlined the importance of maintaining the mother tongue for the positive and beneficial learning of the so-called L2 (see, for example, Ellen Bialystok Jim Cummins; Gabriele Pallotti; Edith Cognigni; Raffaella Biagioli and Gloria Giudizi), as well as support for self-esteem and individual (and group) identity, not only questions concerning the teaching of Italian as a second language arise, but also - and possibly in synergy - crucial questions about how to enhance different linguistic heritages in educational and scholastic contexts. Is it possible to make these “heritages” a resource available to everyone in a plural sense, both native and non-native speakers? What contribution can the pedagogy and education intercultural perspective make in this context? What contribution, if any, can the anthropology of education make to an analysis of educational settings?</p> <p>With Vol. 19, N. 2, of the journal Intercultural Education. Theories, Research, Practices, which will be published in November 2021, we intend to create a monographic dossier that encourages reflection and exchange around these questions. The call is open to professors and researchers in the academic field and is intended as an opportunity to take stock of the state of the art of research on the maintenance of languages (and with them aspects of cultures) of origin in children with a migrant background and, more generally, on the pedagogical and intercultural educational implications of multilingualism, opening up to contributions of a theoretical and research nature, as well as to applications, and providing examples of planning and/or interventions implemented in different educational and school contexts.</p> <p>The editors of the monographic dossier, Stefania Lorenzini (University of Bologna) and Sara Giulivi (SUPSI, CH) are waiting for <strong>abstracts</strong> to be sent no later than <strong>10 June 2021</strong>, will give feedback on <strong>acceptance/rejection</strong> by <strong>20 June</strong>, and will expect <strong>complete contributions</strong> no later than <strong>10 September 2021</strong>. Double-blind refereeing will follow. The rules for authors can be found at <a href=""></a></p> <p>Abstracts and contributions should be sent to the following 3 email addresses: <a href="about:blank"></a>; <a href="about:blank"></a>; <a href="about:blank"></a></p> <p><a href="">Download the Call for Paper</a> (PDF)</p> 2021-05-21T10:50:05+02:00