Educazione interculturale: Announcements
Educazione interculturale (Intercultural Education) – ISSN 2420-8175 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. 24 N. 1/2026 Intercultural female writings between narratives and counter-narratives
The issue titled Intercultural female writings between narratives and counter-narratives focuses on the biographical, autobiographical, and parabiographical angles of self-narration by women from an intercultural perspective. Adopting an intercultural lens to approach the world-system promotes the recognition of a plurality of views and visions, experiences and knowledge, diversities and affinities. By refining its critical-reflective dimension, this approach makes pedagogy more ready to embrace innovation and welcome transformations, enabling it to constructively influence all planes of its production ­­– epistemological, theoretical-conceptual, methodological-operational, and socio-relational. Added to this framework is the gender factor, which causes people's lives to follow behavioural patterns conditioned by the expectations projected by sociocultural contexts. This prompts us to view human societies as gendered. Both the intercultural and gender perspectives should be contemplated as two living entities in continuous evolution, without admitting biological determinisms or monolithic narratives that favor a single, definitive, and generalizable definition. Within this framework, the reflection intended by the editors on this literary field particularly encourages contributions that delve into the areas of social, cultural, linguistic, and gender diversity, inter- and transnational human mobility, and forms of intercultural, inter-gender, and literary mediation. The invitation is to explore, by immersing oneself in these and similar themes, the practices of female writing that are committed to promoting the fight against all forms of disparity, discrimination, and violence. This writing is also proactive in terms of social, cultural, political, spiritual, and value-based change, and ultimately aims to contribute to the co-construction of more informed, reflective, peaceful, supportive, inclusive, and therefore more intercultural societies. In this sense, the call welcomes contributions that illustrate study and research paths inspired by intercultural female writings that, integrated with reflections and insights on various forms of alterity – whether perceived or translated into tangible acts – aim for their pedagogical modeling. On a practical level, another interest of the call concerns the use of intercultural female writings in training processes and educational practices, in textbooks and curricula, focusing on the cognitive and learning potential that the (counter-)narratives of this literary genre can offer to individual and collective growth, unfolding primarily along two concomitant itineraries: the socialization and schooling paths of minors, on one hand, and teacher training programs, on the other. In order to address the topics, theoretical, epistemological, and/or empirical contributions are welcome on the following topics: epistemological and theoretical-conceptual reflection to contribute to a broader and more complete definition of the female through writing; intersections between female writings and intercultural issues with particular reference to socio-pedagogical and educational aspects; contributions of female literary production to the co-construction of more inclusive societies and a more intercultural citizenship; the commitment of female writing to intercultural dialogue and peaceful coexistence; female self-narration as knowledge and practice for the decolonization of minds from an intercultural perspective; narrating the self as a woman to portray the diversities and affinities of today's societies; migrant writings and writings by second-/third-generation women: for a “new” intersectional, intergenerational, intercultural relationality; the use of language for intercultural female writing: forms, schemes, and linguistic-expressive strategies. the potential of (counter-)narratives and female migrant stories for their use in training and teaching processes.
Call for Papers: Call for Papers Vol. 23 N. 2/2025 Unaccompanied Foreign Minors (UFM): Needs, Resources, and Perspectives
Within the complex phenomenon of contemporary migrations, it is necessary to specifically address the particular "type of minors" that Law No. 47/2017 defines as «those who do not have Italian or European Union citizenship and who are in the territory of the State for any reason […], lacking assistance and representation by their parents or other adults legally responsible for them under the laws of the Italian legal system» (Article 2). The presence of Unaccompanied Foreign Minors, mostly nearing adulthood and coming from disadvantaged contexts around the world - mostly but not exclusively male - who arrive in countries other than their birthplaces, thus becoming "foreigners," follows an incoming flow into the territory that has increased in recent years. The phenomenon, like migration in general, is driven by various factors related to the global geopolitical situation, particularly concerning the countries of origin and destination, European, national, and international political choices regarding migration flow management, and is often a "collateral effect" of difficult conditions in the places of departure. Nevertheless, it is also fueled by the hope for a better present and future life in the countries of arrival (Biagioli, 2018), either for themselves or for other family members left behind. The biographies and motivations of minors arriving alone in Italy are varied (Lorenzini, 2018; Rigon, Mengoli, 2013). They are fleeing conflicts, wars, persecutions, and discrimination, which expose them to traumatic experiences, losses, grief, and violence. In other cases, minors leave to escape violent and abusive family environments, arranged marriages, or forced labour recruitment. They often come from places of economic, social, and educational poverty, carrying hopes of redemption, sometimes burdened by the weight of a familiar mandate that requires early responsibility, calling them to help a struggling family (Lorenzini, 2019). Others decide independently to leave their country of birth unbeknown to their family, or they share the decision with their parents, who sometimes approve, hoping for their children's emancipation from present conditions, or who, although not approving, end up supporting them in their choice and in the preparation for departure. These multiple motivations and migratory paths, though diverse, are united by conditions of high vulnerability and a constellation of difficulties and risks, including disappearances that may result from voluntary movements to other countries via dangerous routes to cross intra-European borders while hiding from authorities, as well as involvement in criminal networks or human trafficking exploitation. A review of the 2019-2024 period reveals that the number of Unaccompanied Foreign Minors present in Italy initially remained below 10,000, before gradually rising to 22,000 within two years. However, a notable shift occurred in the first half of 2024, when the number of minors fell to 20,206 (Ministry of Labour and Social Policies, 2024). The significance of these data opens up reflections on the need, by educational agencies and, more generally, all services in the territory, to structure a complex taking charge of these minors: this approach must guarantee adequate reception, protection, educational interventions, and opportunities that facilitate the construction of a desirable future for them (Audino, Bianchi, 2021; Agostinetto, 2017; Giovannetti, Accorinti, 2017). Even from these preliminary observations, the pedagogical and educational relevance (Cerrocchi, Porcaro, 2023), of the issues related to this specific category of minors is evident, particularly when viewed from an intercultural perspective (Lorenzini, 2018; Burgio et. al., 2023). References Agostinetto L. (2017), Minori stranieri non accompagnati e richiedenti asilo, in M. Fiorucci, F. Pinto Minerva, A. Portera (a cura di), Gli alfabeti dell’intercultura, ETS, Pisa, pp. 439 454. Audino F., Bianchi L. (2021), L’accoglienza socio-educativa dei MSNA e dei neomaggiorenni nella pandemia da Covid 19, in «Educazione Interculturale. Teorie Ricerche Pratiche», Vol.19, n.1, pp. 78-90. Biagioli R. (2018), Traiettorie migranti. Minori stranieri non accompagnati. Racconti e storie di vita, ETS, Pisa Burgio G., Muscarà M., Romano A., Salmeri S. (2023), I minori stranieri non ac­compagnati: processi di inclusione fra istituzione pubblica e privato sociale, in Milana, Perillo, Muscarà, Agrusti (a cura), Il lavoro educativo per affrontare le fragilità individuali, istituzionali e sociali, FrancoAngeli, Milano, pp. 199-221. Cerrocchi L., Porcaro E. (2023), Minori stranieri non accompagnati: orienta­menti e materiali, strumenti e strategie per l’inclusione nel sistema scolastico, FrancoAngeli, Milano. Giovannetti M., Accorinti M. (2017), I minori stranieri non accompagnati tra accoglienza ed integrazione, «MINORI GIUSTIZIA» n. 3, pp. 96-105. Legge n. 47/2017, Disposizioni in materia di misure di protezione dei minori stranieri non accompagnati. Lorenzini S. (2019), Minori Stranieri Non Accompagnati: quale diritto alla famiglia? Esiti da una ricerca qualitativa nella Regione Emilia-Romagna, «RIEF» Rivista Italiana di Educazione Familiare, n. 1/2019, pp. 97-121. Lorenzini S. (2018), L’intervento educativo nelle Comunità di Seconda Accoglienza per Minori Stranieri Non Accompagnati: quale valore alla prospettiva pedagogica interculturale nei riferimenti teorici e nelle prassi educative? Esiti da una ricerca qualitativa in Emilia-Romagna, in A. Traverso (a cura di), Infanzie movimentate. Ricerca pedagogica e progettazione nei contesti di emergenza per minori stranieri non accompagnati, FrancoAngeli, Milano, pp. 172-190. Ministero del lavoro e delle politiche sociali (2024), I minori stranieri non accompagnati (MSNA) in Italia. Rigon G., Mengoli G. (2013), Cercare un futuro lontano da casa. Storie di minori stranieri non accompagnati, Edizioni Dehoniane, Bologna. The special issue of the Educazione Interculturale Journal, titled "Unaccompanied Asylum Seeking Minors (UASC): Needs, Resources, and Perspectives" seeks to compile the viewpoints of scholars who are engaged with the phenomenon through the presentation of research trajectories, educational experiences, and theoretical reflections. Contributions (theoretical, historical, or empirical) are invited on the following topics: The multiple aspects of the phenomenon Areas of intervention and the complexity of care: school, education, health (physical and psychological) The network of services: critical issues and strengths Assessment of needs and good intercultural educational practices Local projects and citizenship practices School inclusion Training and employment insertion pathways Promotion and protection of psycho-physical health Expansion of the reference network and opportunities for positive socialization in opposition to deviant networks Identity and sense of belonging Relationship with origins Transition to adulthood Discrimination: gender, skin color, foreign origins Foster care Voluntary protection Contributions: MUST not exceed 35,000 characters (including spaces, notes, and bibliography). Can be written in English, French, Spanish, or Italian. Must comply with the editorial guidelines available on the journal’s website. Must be uploaded in Word format, along with the metadata, on the Journal's OJS platform by no later than June 6, 2025, after the registration of the author(s). Follow the submission procedure via the "Make a submission" link on the homepage of the journal: https://educazione-interculturale.unibo.it/index. Must also be sent to the email addresses of the editors: stefania.lorenzini4@unibo.it elisamaria.fuggiano2@unibo.it carlotta.ricci5@studio.unibo.it Contributions will be evaluated through a double-blind peer review process, and if accepted, they will be published in the November 2025 issue.Papers that successfully pass the double-blind refereeing will be published in the issue of Novembre 2025. PDF version of this call can be found clicking here.
This erratum regards the following article: Poy Castro, R. (2024). The Gypsy community in schools with special needs: an unfinished business. Educazione Interculturale, 22(2), 116–129. https://doi.org/10.6092/issn.2420-8175/20289. The correction concerns the title, which contains a word that wasn’t completely appropriate to the experience analysed in the paper. The editorial team apologizes to the readers for the inconvenience.
Call for Papers: Call for Papers Vol. 23 N. 1/2025 Rom e sinti: identità dinamiche e scenari interculturali. Ricerche pedagogiche e pratiche educative tra passato e presente.
Il numero monografico “Rom e sinti: identità dinamiche e scenari interculturali. Ricerche pedagogiche e pratiche educative tra passato e presente” della Rivista Educazione Interculturale. Teorie, Ricerche, Pratiche vuole proporre ricerche e riflessioni elaborate di recente, da una prospettiva pedagogica, rispetto al lavoro educativo, alla storia dell’educazione, alla didattica e alla ricerca educativa con i gruppi rom e sinti. Sebbene lo scenario di riferimento sia quello italiano, il numero è aperto anche a significative esperienze provenienti dall’estero ed a contributi di carattere interdisciplinare. La presenza dei gruppi rom e sinti e le loro relazioni con la società maggioritaria sono interpretate, secondo la prospettiva interculturale (Pasta, 2019), sottolineando i caratteri dinamici e trasformativi delle appartenenze identitarie a seguito di differenti processi, come l’incontro/scontro con altre persone, gruppi e forme di appartenenze, gli effetti delle pratiche educative (formali, informali e non formali), delle politiche, delle trasformazioni intergenerazionali e della storia, delle rappresentazioni e narrazioni diffuse sui gruppi stessi. Il numero monografico vuole dunque fare il punto su recenti ricerche e riflessioni (di natura teorica, storica, empirica) dedicate al rapporto tra rom e sinti e teorie pedagogiche, contesti educativi, prassi didattiche ed educative. La presente proposta si inserisce in un momento storico nodale per i percorsi teorizzati o intrapresi a livello di politiche pubbliche, discorsi mediatici e attivismo rom e/o a favore dei rom e dei sinti, e che ha avuto delle conseguenze anche sugli studi legati a questa tematica in Italia. Nei primi anni Duemila si è avuto un periodo di forte esposizione nel discorso pubblico, caratterizzato dal regime strutturato di “ignoranza organizzata” (Vitale, 2008) e di invisibilizzazione reificante (Van Baar e Vermeersch, 2017) e culminato nella proclamazione dello Stato di Emergenza Nomadi (2008), poi dichiarato illegittimo dal Consiglio di Stato nel 2011 (Daniele, Pasta e Persico, 2017). Quel periodo è coinciso con una stagione ricca di studi in Italia e in Europa (Bonetti, Simoni e Vitale, 2011), che è progressivamente diminuita negli anni successivi caratterizzati, a livello di inquadramento nazionale, dalla prima Strategia nazionale di inclusione di Rom, Sinti e Caminanti (RSC) 2012-2020.. Nella fase attuale, con un decreto del direttore dell’Ufficio Nazionale Antidiscriminazioni Razziali (UNAR) del 2022, è in vigore la Strategia Nazionale di uguaglianza, inclusione e partecipazione di Rom e Sinti (2021-2030). Il documento fa proprio un approccio intersezionale e di sinergia con le altre strategie nazionali esistenti, come auspicato a livello europeo. Inoltre, l'implementazione pluriennale del PON inclusione, Progetto Nazionale per l’inclusione e l’integrazione dei bambini rom sinti e caminanti in servizi educativi (Pasta, 2021), così come ricerche più recenti condotte a livello europeo forniscono interessanti spunti di riflessione rispetto alle traiettorie formative di giovani rom e sinti, a costi e benefici di tali percorsi (Persico, Daniele e Ottaviano, 2020), nonché alle dinamiche migratorie transnazionali (Pontrandolfo e Piasere, 2016; Legros et al., 2024). Dal punto di vista della dimensione storica e della costruzione di memoria nel contesto europeo e nazionale, la conoscenza dei processi di stigmatizzazione, pregiudizio, deportazione e sterminio che hanno segnato la metà del Novecento (Bravi, 2023; Bravi e Rizzin, 2024; Pasta, 2020) si sono arricchiti di analisi scientifiche, ma anche di un segno di forte partecipazione al racconto pubblico da parte di giovani generazioni delle comunità (Bravi e Pasta, 2022; Pasta, 2023). Per offrire un panorama degli ultimi studi dedicati a questi temi, sono benvenuti contributi teorici, storici o empirici in riferimento alle seguenti tematiche, sebbene non limitati alle stesse: 1. Il lavoro educativo con rom e sinti in contesti formali, non formali ed informali 2. I rapporti tra lavoro sociale, gruppi rom e sinti, e contesti locali 3. I percorsi di formazione e crescita di giovani rom e sinti, riletti secondo un approccio interculturale e/o intersezionale 4. La dimensione legislativa e il mondo della scuola 5. La storia dei processi di scolarizzazione di rom e sinti e delle pratiche didattiche attuate 6. La memoria, la didattica della memoria e la storia nei suoi processi di decostruzione di pregiudizi e di costruzione di partecipazione alla memoria pubblica 7. Il contrasto all’antiziganismo 8. I percorsi di attivismo romanì e il loro impatto a livello locale e nazionale 9. Le novità e gli elementi di continuità rispetto alle tematiche precedenti, collegati all’affermarsi del web sociale Abstract entro il 27 settembre 2024. Studiose e studiosi sono invitati a presentare un abstract all’attenzione dei curatori e della curatrice entro il 27 settembre 2024. L’abstract, che consisterà in un minimo di 300 e un massimo di 350 parole, dovrà contenere: (i) una presentazione dell’argomento; (ii) la natura del testo (ricerche, studi e saggi, ecc.); (iii) una breve esposizione dell’argomento, adeguatamente motivata; (iv) la metodologia (in caso di ricerca); e (v) brevi conclusioni. Accettazione o rifiuto dell'abstract entro il 4 ottobre 2024. Contributo completo caricato in piattaforma entro il 13 dicembre 2024. L’abstract, l’articolo in formato Word e i metadati devono essere caricati sulla piattaforma della rivista tramite la procedura guidata di invio dal link "Make a submission" sulla homepage della rivista https://educazione-interculturale.unibo.it/index e inviati agli indirizzi e-mail delle curatrici del numero: stefano.pasta@unicatt.it greta.persico@unimib.it luc.bravi@unifi.it Il dossier può contenere articoli in inglese, francese, spagnolo e italiano. Gli articoli che supereranno con successo la fase di referaggio in doppio cieco saranno pubblicati nel numero di maggio 2025. Bibliografia Bravi L. (2023). Dal privato allo spazio pubblico. Le fonti sulla deportazione di rom e sinti come percorso di cittadinanza e riconoscimento. In A. Ascenzi, G. Bandini e C. Ghizzoni (a cura di). Il patrimonio storico-educativo come fonte per la Public History of Education. Le buone pratiche e nuove prospettive, Macerata, EUM, pp. 215-217. Bravi L., Pasta S. (2022), Memoria a più voci per la partecipazione pubblica delle minoranze. La prima pietra di inciampo per rom e sinti in Italia come percorso di cittadinanza. In «Pedagogia e Vita», Vol. 80, n. 3, pp. 85-97. Bravi L. e Rizzin E. (2024), Lacio Drom. Storia delle “classi speciali per zingari”, Roma, Anicia Bonetti P., Simoni A. e Vitale, T. (a cura di) (2011), La condizione giuridica di rom e sinti in Italia, Milano, Giuffrè. Daniele U., Pasta S., Persico G. (2018), From Public Enemy to Urban Ghost. Roma Migrants and the Dismantling of the Nomad Camp Systems in Milan and Rome. In «Intersections. East European Journal of Society and Politics», Vol. 4, n. 3, Part 2, pp. 106-135. Legros O., Bergeon C., Lièvre M. e Vitale T. (2024) (a cura di), L'Etat et la pauvreté étrangère en Europe occidentale Trajectoires de migrants "roms" roumains en Espagne, France et Italie, Rennes, PUR. Pasta S. (2019), I rom di via Rubattino a Milano: una storia interculturale di educazione alla cittadinanza. In «Palaver», Vol. 8, n. 1, pp. 157-204. Pasta S. (2020), Rom e sinti in Italia. Tra “tutela del nomadismo”, culture presunte, campi, disagio sociale e povertà educativa, Scholé. Rivista di educazione e studi culturali, LVIII, n. 2, pp. 189-198. Pasta S. (2021), Minori rom e servizi educativi. L’approccio interculturale. In I. Pescarmona (a cura di), Intercultura e Infanzia nei Servizi Educativi 0-6: prospettive in dialogo, Aracne, Roma, pp.71- 84. Pasta S. (2023), Tackling online hate speech with the involvement of targeted groups. The methodological proposal of the project REASON – REAct in the Struggle against ONline hate speech. Contrastare l’odio online con la partecipazione dei gruppi eletti a bersaglio. La proposta metodologica del progetto REASON – REAct in the Struggle against ONline hate speech. In «QTimes. Journal of Education, Technology and Social Studies», Vol. 15, n. 3, pp. 429-445. Persico G., Daniele U., e Ottaviano C. (2020), Growing up is not a private matter. Trajectories to adulthood among Roma youth, Mimesis International, Sesto San Giovanni (MI). Pontrandolfo S. e Piasere L. (a cura di) (2016), Italia Romaní vol. VI. Le migrazioni dei rom romeni in Italia, Roma, Cisu. UNAR (2012), Strategia nazionale di inclusione di Rom, Sinti e Caminanti (RSC) 2012- 2020, Roma. UNAR (2022), Strategia Nazionale di uguaglianza, inclusione e partecipazione di Rom e Sinti (2021-2030), Roma. Van Baar H. e Vermeersch P. (2017), The limits of operational representations. Ways of Seeing beyond the Recognition-redistribution Paradigm. In «Intersections: East European Journal of Society and Politics», 3 (4/2017), pp. 120-139. Vitale T. (2008), Politiche locali per i rom e i sinti, fra dinamiche di consenso e effettività eugenetica. In A. Amendola, L. Bazzicalupo, F. Chicchi e A. Tucci, Biopolitica, bioeconomia e processi di soggettivazione, Macerata, Quodlibet, pp. 121-32
Call for Papers: Call for Papers Vol. 22 N. 2/2024 Relazioni tra famiglia e scuola in contesti multiculturali. Ricerche, esperienze e buone pratiche
Il numero monografico Relazioni tra famiglia e scuola in contesti multiculturali. Ricerche, esperienze e buone pratiche della Rivista Educazione Interculturale. Teorie, Ricerche, Pratiche, si vuole focalizzare sulla partecipazione e sul coinvolgimento delle famiglie con background migratorio e/o appartenenti a gruppi minoritari (Morey et al., 2023). Principalmente nelle scuole primarie, ma anche nelle scuole secondarie in diversi Paesi. Un’istruzione di qualità per tutti gli studenti/studentesse, senza eccezioni, è uno degli obiettivi fissati dall'Agenda 2030 delle Nazioni Unite per lo sviluppo sostenibile ed è un elemento importante per raggiungere pari opportunità di apprendimento e una maggiore coesione educativa e sociale. Il coinvolgimento delle famiglie nell'istruzione dei figli, inoltre, ha un impatto positivo sull’organizzazione delle scuole (Andrés-Cabello, 2020; Fiorucci, 2023), sugli insegnanti (Garreta et al., 2021), sugli studenti (Deslandes, 2019), sulle famiglie stesse (Bernad e Llevot, 2016; Macià, 2019; Garreta e Llevot, 2022; Catarci e Fiorucci, 2023) e sulla comunità nel suo insieme (Torrelles et al., 2022). Se tale discorso assume un’importanza decisamente rilevante per tutte le famiglie - al fine di evitare criticità e ostacoli a livello di gestione istituzionale, di competenze degli insegnanti, di gestione del gruppo classe e della relazione con i singoli alunni - per le famiglie con background migratorio assume rilevanza specifica anche in relazione a eventuali incomprensioni che possono originarsi dalla rispettiva non conoscenza di lingue, abitudini, aspettative e riferimenti culturali differenti. Il rischio da eludere è che, per gli alunni con origini straniere, possa crearsi un gap educativo che potrebbe poi sfociare in un gap sociale ed emancipativo nelle tappe successive delle loro esistenze. Questo numero monografico intende rendere conto e analizzare da un lato le prassi, le iniziative e i progetti intrapresi nelle scuole, con e per le famiglie, per promuovere l’inclusione educativa e sociale di studentesse e studenti, le pari opportunità, l’equità e il successo scolastico, dal punto di vista dei diritti umani e della giustizia sociale (Sikorskaya, 2027), dall’altro le percezioni esistenti tra i membri della comunità educativa e le sfide attuali inerenti il rapporto tra scuola e famiglie di origine straniera, per promuovere e migliorare la partecipazione di queste ultime e consolidare un più fruttuoso patto educativo (Santagati e Colussi, 2022; Lorenzini, 2015; Llevot e Garreta, 2024). Per affrontare i temi della call, sono benvenuti contributi (teorici o empirici) sui seguenti argomenti: Relazioni tra famiglie (autoctone/minoritarie/di origine straniera) e scuole. Mediazione linguistico-culturale per la collaborazione tra famiglie e scuole. Associazioni scuola-famiglia. Famiglia, scuola e educazione interculturale. Esperienze e buone pratiche. Le differenze come opportunità di cambiamento educativo. Il dossier può contenere articoli in inglese, francese, spagnolo e italiano. Abstract entro il 20 aprile 2024. Gli studiosi sono invitati a presentare un abstract all’attenzione delle curatrici inviandolo ai seguenti indirizzi email entro il 20 aprile 2024: nuria.llevot@udl.cat olga.bernad@udl.cat. L’abstract, che consisterà in un minimo di 300 e un massimo di 350 parole, dovrà contenere: (i) una presentazione dell’argomento; (ii) la natura del testo (ricerche, studi e saggi, ecc.); (iii) una breve esposizione dell’argomento, adeguatamente motivata; (iv) la metodologia (in caso di ricerca); e (v) brevi conclusioni. Accettazione o rifiuto dell'abstract entro il 20 maggio 2024. Contributo completo caricato in piattaforma entro il 6 settembre 2024. L’articolo in formato Word e i metadati devono essere caricati sulla piattaforma della rivista tramite la procedura guidata di invio dal link "Make a submission" sulla homepage della rivista https://educazione-interculturale.unibo.it/index e inviati agli indirizzi e-mail delle curatrici del numero: nuria.llevot@udl.cat olga@geosoc.udl.cat Gli articoli che supereranno con successo la fase di referaggio in doppio cieco saranno pubblicati nel numero di Novembre 2024. Riferimenti bibliografici Andrés-Cabello, S. (2020). Familias y escuelas. La implicación de las familias extranjeras en las escuelas. Ehquidad, 14, 337–340. Bernad, O.; Llevot, N. (2016). El papel de las AMPA en los centros escolares: actuaciones y retos. Revista de Sociología de la Educación (RASE), 9(3), 359-371. Catarci, M.; Fiorucci, M. (2023). An Intercultural Approach to Education. DEWEY STUDIES, 7(2), 77-86. Deslandes, R. (2019). A framework for school-family collaboration integrating some relevant factors and processes. Aula Abierta, 48(1), 11-18. Fiorucci, M. et al. (2022). La formazione interculturale di insegnanti ed educatori: alcune riflessioni sul Sistema Integrato 0-6. FOR(3), 33-35 [10.3280/for2022-003oa14561]. Garreta, J. et al. (2021). Escola i diversitat cultural a Catalunya. Evolució, situació i reptes de futur. Editorial Pagès. Garreta, J.; Llevot, N. (2022). Escuela y familias de origen extranjero: Canales y barreras a la comunicación en la educación primaria. Educación XXI. Revista de la Facultad de Educación, 25(2), 315-335. Llevot-Calvet, N.; Garreta-Bochaca, J. (2024). Intercultural mediation in school. The Spanish education system and growing cultural diversity. Educational Studies (in stampa). http://dx.doi.org/10.1080/03055698.2024.2329894. Lorenzini, S. (2015). Comunicare e creare relazioni con i genitori di origine straniera. I saperi professionali nei nidi e nelle scuole dell’infanzia di Bologna. «RIEF» Rivista Italiana di Educazione Familiare, n. 1/2015, pp. 127-147. Macià, M. (2019). Principales canales para la comunicación familia-escuela: análisis de necesidades y propuestas de mejora. Revista Complutense de Educación, 30 (1), 147-165. Morey, M. et al. (2023). Factores condicionantes en la relación entre escuela y familias de origen extranjero. Revista de Sociología de la Educación (RASE), 16(3), 325-342. Santagati, M.; Colussi, E. (ed.) (2022). Alunni con background migratorio in Italia. Famiglia, scuola, società. Milano: Fondazione ISMU. Sikorskaya, I. (2017). Intercultural education policies across Europe as responses to cultural diversity (2006-2016). Working Papers del Centro Studi Europei, 17, 1-22. Available from: https://www.centrostudieuropei.it/cse/wp-4_2017-intercultural-education-policies-across-europe-as-responses-to-cultural-diversity-2006-2016/ Torrelles, À. et al. (2022). La convivencia intercultural. Un reto para las escuelas del siglo XXI. En O. Bernad, L.M. Romero; J. Gómez (coords.), Gestionando conocimientos bajo nuevos prismas (pp. 571-584). Thomson Reuters-Aranzadi.
Call for Papers: Call for Papers Vol. 22 N. 1/2024 - Anti-racism and intercultural education
Dossier coordinated by Flavio Santiago (Universidade Federal de Juiz de Fora/ Universidade de São Paulo – Brazil); Maria Walburga dos Santos (Universidade Federal de São Carlos – Brazil); Katia Cristina Norões (Universidade Federal do Sergipe – Brazil). 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. 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 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. Abstract by 15 September 2023; 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. Acceptance or rejection abstract by 25 September 2023; Full contribution by 15 December 2023. The abstract, the article in Word file format, and the metadata must be uploaded within the journal platform using the submission procedure instructed in the section “Make a submission” which can be found in the first page of the journal https://educazione-interculturale.unibo.it/index. and sent to the email addresses of the Dossier coordinators: santiagoflavio2206@gmail.com walburgaufscar@gmail.com katia.noroes@gmail.com 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. PDF version of the call can be found here
Call for Papers: Call for Papers Vol. 21 N. 2/2023 Thinking postcolonial pedagogy to decolonise education
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 post 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: - educational history of European colonialism, - (neo)colonial dynamics in society and education today, - links between colonialism and contemporary migration, - links between historical colonialism and diasporas, - the representation of colonialism in disciplinary contents, - the representation of colonialism in mass media representation, - how postcolonial awareness can change intercultural pedagogy, - thinking about a diverse, postcolonial culture in formal and non-formal settings, - decolonizing youths’ imagination, - politics, migration, and colonialism, - the social and political activism of postcolonial subjects, - rethinking curricular content from an intercultural and postcolonial perspective, - educational practices that incorporate otherness in their teaching, organisational and curricular projects. Abstract by 31 March 2023; 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. Acceptance or rejection abstract by 15 April 2023; Full contribution by 15 September 2023. Abstracts and full contributions should be uploaded on the Journal website and sent to the email addresses of the Dossier coordinators: giuseppe.burgio@unikore.it ester.caparros@uma.es The Dossier may include a minimum of 6 and a maximum of 16 articles, in English, French, Spanish, Italian. PDF version of this call can be found here.
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)
There are many sites of conflict and division in the contemporary world. 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 interventions. Education and quality of education in contexts of armed conflict. The challenges in Educational systems marked by political divisions. Addressing equity and inclusion in school systems divided on sectarian or racial grounds.. Tackling the effects of racism in schools on students and teachers. Including children and young people of minority cultures in Education. The editors of the monographic dossier await the submission of an abstract (500 words) no later than 15th September 2022. Acceptance / rejection of the proposal will be communicated by 20th September 2022. The complete contribution must be sent no later than 30th November 2022. Double-blind peer review will follow. Guidelines for authors are available at the following address: https://edificazioneinterculturale.unibo.it/about/submissions#authorGuidelines Abstracts and contributions must be sent to the following email address: educazione.interculturale@unibo.it; stephen.mckinney@glasgow.ac.uk; federico.zannoni3@unibo.it PDF version of the call can be found here
Call for Papers: Call for papers Vol. 20, n. 2/2022 - Migrant families: intergenerational dynamics and inclusion in socio-educational contexts
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. 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 in and through 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). Within this process of family adaptation that migration generates, the redefinition of gender roles 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). In addition to the aspects related to gender, an intergenerational approach 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. 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 maintenance, loss or erosion 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 & 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). 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. 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. 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 30th June 2022 and will be written in one of the following languages: English, French, Italian or Spanish. Acceptance / rejection of the proposal will be communicated by 15th July 2022. The complete contribution must be sent no later than 30th September 2022. Double-blind peer review will follow. Guidelines for authors are available at the following address: https://edificazioneinterculturale.unibo.it/about/submissions#authorGuidelines Abstracts and contributions must be sent (indicating "Abstract for Migrant Families" in the subject) to the following email address: educazione.interculturale@unibo.it PDF version of the call is available here. Bibliography Ambrosini M. (2019), Famiglie nonostante, Il Mulino, Bologna. Ambrosini M. (2020), Sociologia delle migrazioni, Il Mulino, Bologna. Attias-Donfut C., Cook J. (2017), Intergenerational Relationships in Migrant Families. Theoretical and Methodological Issues, in Bolzman C., Bernardi L. and Le Goff Jm. (eds), Situating Children of Migrants Across Borders and Origins. Life Course Research and Social Policies. Vol 7., Springer, Dordrecht, pp. 115-133. Chini M., Andorno C. M. (2018), Repertori e usi linguistici nell'immigrazione. Una indagine su minori alloglotti dieci anni dopo, Milano, FrancoAngeli. Crespi I., Zanier M. L., (2020), Migrazioni, processi educativi e percorsi di cittadinanza. Sfide per una società inclusiva, Sesto San Giovanni, Mimesis Edizioni. Cognigni E. (2019), Migrant family language policies and plurilingual practices: from mothers’ representations to language education policies, in S. Haque (ed.), Family language policy. Dynamics in language transmission under a migratory context; Muenchen, LINCOM; pp. 67-78. Crespi I., Meda S., Merla, L. (2018), Making multicultural families in Europe. Gender and intergenerational relations , London, Palgrave Macmillan. Crivellaro F. (2021), Così lontane, così vicine. Famiglie migranti, ruoli familiari e nuove configurazioni di genitorialità, Archivio antropologico mediterraneo [Online], Anno XXIV, n. 23(2). URL: http://journals.openedition.org/aam/4269 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. Gasperoni G., Albertini M. e Mantovani D., a cura di, (2018), Fra genitori e figli. Immigrazione, rapporti intergenerazionali e famiglie nell’Europa contemporanea, Bologna, Il Mulino. Gozzoli C. e Regalia C. (2005), Migrazioni e famiglie. Percorsi, legami e interventi psicosociali, Bologna, Il Mulino. Merla L. (2018), “Rethinking the Interconnections between Family Socialization and Gender through the Lens of Multi-local, Post-separation Families”, Sociologica, 12(3),47-57, https://doi.org/10.6092/issn.1971-8853/9085. Riniolo V. (2019), I nuovi volti del cambiamento: le seconde generazioni in italia, in Venticinquesimo rapporto sulle migrazioni 2019, Milano, FrancoAngeli, pp. 295-309. Schmoll C., Dubucs H. and Pfirsch T. (2017), Talking about My Generation. Emigration and Sense Of Generation Among Highly Skilled Italian Migrants in Paris, in Murray L. and Robertson S., eds., Intergenerational Mobilities: Relationality, Age And Lifecourse, Ashgate, London, pp.78-89. Spolsky, Bernard. 2012. Family Language Policy – the critical domain. Journal of Multilingual and Multicultural Development 33, pp. 3-11. Zanfrini L. (2018), “Cittadini di un mondo globale, perché le seconde generazioni hanno una marcia in più”, Studi emigrazione/international journal of migration studies, Lv (209), 53-90.
Call for Papers: Call for Papers Vol. 20 N. 1/2022: Collaborative approaches in research applied to multicultural educational contexts
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 participatory and collaborative methods 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 observation and evaluation and to explore new paths that can imagine new forms of interaction between research and action and incorporate reflective practices 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). 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. In the footsteps of this changes, researchers, professionals, educators and social operators are invited 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. Bibliography Agrusti G., Guerzoni G., Matteucci M.C., I nodi della Ricerca Formazione, in: La ricerca formazione: temi, esperienze, prospettive, Milano, Franco Angeli, 2018, pp. 170 e sg Bonetti R. (2019) Etnografie in Bottiglia. Apprendere per relazioni nei contesti educativi, Meltemi, Milano. Dei F. (2021) La scuola multiculturale. Una critica antropologica, Collana Ricerca Azione, MCE, Roma. Ripamonti E., Boniforti D. (2020) Metodi collaborativi: strumenti per il lavoro sociale di comunità, Le Matite di Animazione Sociale, Edizioni Gruppo Abele, Torino Methods and Timing – The Call is open!! The editors of the dossier are waiting for an abstracts (2000 characters including spaces) to be sent no later than 28 February 2022, 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 feedback on acceptance/rejection by 5 March 2022 and the complete contribution, following the authors’guideline, will have to be sent no later than 10 april 2022. Double-blind refereeing will follow. This dossier will be published in may 2022. Abstracts and contributions should be sent to the following 3 email addresses: educazione.interculturale@unibo.it; roberta.bonetti3@unibo.it; giovanna.guerzoni@unibo.it; federica.tarabusi2@unibo.it The authors guidelines can be found at https://educazione-interculturale.unibo.it/about/submissions#authorGuidelines. Download this call for papers (PDF)
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
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 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 (Tullio De Mauro). In the knowledge that through the first communicative contacts with the surrounding environment 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 (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? 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. The editors of the monographic dossier, Stefania Lorenzini (University of Bologna) and Sara Giulivi (SUPSI, CH) are waiting for abstracts to be sent no later than 10 June 2021, will give feedback on acceptance/rejection by 20 June, and will expect complete contributions no later than 10 September 2021. Double-blind refereeing will follow. The rules for authors can be found at https://educazione-interculturale.unibo.it/about/submissions#authorGuidelines Abstracts and contributions should be sent to the following 3 email addresses: educazione.interculturale@unibo.it; stefania.lorenzini4@unibo.it; Sara.Giulivi@supsi.ch Download the Call for Paper (PDF)