Educazione interculturale: Announcements
type: channel
description: 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.
language: en-US
items: Call for Papers: Call for Papers Vol. 24 N. 2/2026 - Intercultural education and interdisciplinary dialogue: towards a cooperative science of interculturality
items: Call for Papers: Call for Papers Vol. 24 N. 1/2026 Intercultural female writings between narratives and counter-narratives
items: Call for Papers: Call for Papers Vol. 23 N. 2/2025 Unaccompanied Foreign Minors (UFM): Needs, Resources, and Perspectives
items: Erratum: Title Correction
items: 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.
items: Call for Papers: Call for Papers Vol. 22 N. 2/2024 Relazioni tra famiglia e scuola in contesti multiculturali. Ricerche, esperienze e buone pratiche
items: Call for Papers: Call for Papers Vol. 22 N. 1/2024 - Anti-racism and intercultural education
items: Call for Papers: Call for Papers Vol. 21 N. 2/2023 Thinking postcolonial pedagogy to decolonise education
items: 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)
items: Call for Papers: Call for papers Vol. 20, n. 2/2022 - Migrant families: intergenerational dynamics and inclusion in socio-educational contexts
items: Call for Papers: Open Call for Papers
items: Call for Papers: Call for Papers Vol. 20 N. 1/2022: Collaborative approaches in research applied to multicultural educational contexts
items: 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

Call for Papers: Call for Papers Vol. 24 N. 2/2026 - Intercultural education and interdisciplinary dialogue: towards a cooperative science of interculturality
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description: The special issue, Intercultural education and interdisciplinary dialogue: toward a cooperative approach to interculturality, aims to address the intersections between intercultural education and other disciplines. The complexity of intercultural exchange necessitates a vision that goes beyond the paradigms of individual disciplines, promoting connections and unification between disciplines, languages and educational approaches. What can intercultural exchange and intercultural education learn from seemingly distant fields, such as medicine, law, the natural sciences, mathematics, the arts, history, economics, and politics? How can we redefine relationships with other human and social sciences? How can we enhance encounters with other "educations," such as gender, democracy, or holistic ecology? How can we strengthen, across the board, the references to the ethical and moral values that characterize the intercultural perspective? Research in the social sciences suggests that cooperation, altruism, and social learning are deeply ingrained in our species—traits that precede culture itself. At the same time, it reveals how educational institutions both reproduce and transform the social patterns of inequality and interdependence in modern societies. From this perspective, intercultural pedagogy becomes a meeting ground between biological explanations and cultural interpretations of education, transcending the traditional dichotomies between nature and culture, individual and society, mind and context. Aiming to promote a simultaneously humanistic and scientifically grounded vision of intercultural education, which can integrate the biological, cognitive, social and cultural dimensions of human life, the editors welcome contributions of a theoretical, empirical or comparative nature on topics including (but not limited to): Natural and Life Sciences Biology, neuroscience, and evolutionary perspectives on intercultural education Medicine, health, and care practices in in…
creator: Educazione interculturale
date: 2025-11-10

Call for Papers: Call for Papers Vol. 24 N. 1/2026 Intercultural female writings between narratives and counter-narratives
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description: 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 cal…
creator: Educazione interculturale
date: 2025-09-18

Call for Papers: Call for Papers Vol. 23 N. 2/2025 Unaccompanied Foreign Minors (UFM): Needs, Resources, and Perspectives
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description: 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…
creator: Educazione interculturale
date: 2025-03-05

Erratum: Title Correction
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description: 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.
creator: Educazione interculturale
date: 2024-12-30

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.
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description: 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), po…
creator: Educazione interculturale
date: 2024-08-26

Call for Papers: Call for Papers Vol. 22 N. 2/2024 Relazioni tra famiglia e scuola in contesti multiculturali. Ricerche, esperienze e buone pratiche
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description: 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 …
creator: Educazione interculturale
date: 2024-04-09

Call for Papers: Call for Papers Vol. 22 N. 1/2024 - Anti-racism and intercultural education
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description: 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 blackne…
creator: Educazione interculturale
date: 2023-03-28

Call for Papers: Call for Papers Vol. 21 N. 2/2023 Thinking postcolonial pedagogy to decolonise education
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description: 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,…
creator: Educazione interculturale
date: 2023-02-01

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)
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description: 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
creator: Educazione interculturale
date: 2022-07-15

Call for Papers: Call for papers Vol. 20, n. 2/2022 - Migrant families: intergenerational dynamics and inclusion in socio-educational contexts
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description: 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 o…
creator: Educazione interculturale
date: 2022-06-15

Call for Papers: Open Call for Papers
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creator: Educazione interculturale
date: 2022-03-29

Call for Papers: Call for Papers Vol. 20 N. 1/2022: Collaborative approaches in research applied to multicultural educational contexts
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description: 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. Suc…
creator: Educazione interculturale
date: 2022-02-05

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
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description: 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 share…
creator: Educazione interculturale
date: 2021-05-21