Educazione interculturale <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. Dipartimento di Scienze Dell’Educazione «Giovanni Maria Bertin» - Università di Bologna en-US Educazione interculturale 2420-8175 <p>The copyrights of all the texts on this journal belong to the respective authors without restrictions.</p><div><a href="" rel="license"><img src="" alt="Creative Commons License" /></a></div><p>This journal is licensed under a <a href="" rel="license">Creative Commons Attribution 4.0 International License</a> (<a href="">full legal code</a>). <br /> See also our <a href="/about/editorialPolicies#openAccessPolicy">Open Access Policy</a>.</p> Challenges and opportunities of collaborative research applied to multicultural educational contexts <p>The introductory essay frames the thematic section hosted in this volume, that investigates the issue of collaboration in multicultural educational research. In particular, we highlight how the intersection of multiple methods and approaches can contribute to practice innovative ways of doing educational research and to face multiple challenges in a multicultural changing scenario. </p> Roberta Bonetti Giovanna Guerzoni Federica Tarabusi Copyright (c) 2022 Roberta Bonetti, Giovanna Guerzoni, Federica Tarabusi 2022-05-31 2022-05-31 20 1 III VIII 10.6092/issn.2420-8175/14984 The cultures of families. Parenting and participation in early childhood educational services in Reggio Emilia <p>Starting from a concrete collaborative experience, the article aims to discuss the role, as well as the multiple declinations, that collaboration between pedagogical and anthropological knowledge can assume in the promotion of self-reflective practices in the field of childhood services for children in the 0-6 age group. The focus will be, in particular, on <em>The culture of families</em>, a project and training process, started in 2019 and still ongoing, which has involved a group of teachers of the Municipality of Reggio Emilia’s infant-toddler centres and preschools. The initiative was born with the aim of questioning the changes taking place in contemporary families in order to understand how to encourage participation in educational services. The pandemic crisis, however, has transformed the project also into a fundamental opportunity for collective reworking of the challenges posed by this particular historical moment. This contribution will analyse the project’s strategy and the theoretical suggestions opened up by this experience, which has been profitably interwoven with the participation of some teachers in training and research activities in the anthropological field.</p> Manuela Tassan Daniela Lanzi Copyright (c) 2022 Manuela Tassan, Daniela Lanzi 2022-05-31 2022-05-31 20 1 1 12 10.6092/issn.2420-8175/14966 E-Mending Workshop: Healing the broken bonds between people and garments with e-textiles <p>The <em>Abiti Parlanti</em> workshop series situates within the community mending workshop formats and expands the repairing activity from learning how to repair clothes to how to repair our emotional broken bonds with our clothes. The paper addresses two cases of workshops done with 13 participants and emphasizes the role of tools, the workshop place and the different knowledge types generated during a collective learning process that is augmented with technology. The main question of the workshop series is: can we prolong the use of garments if we could listen to what they want to tell us? The paper draws on the insights gathered from the workshops that bring an added value to used garments by embedding a story into them while putting the wearer into an unusual and new interaction with the garments.</p> Seçil Uğur Yavuz Copyright (c) 2022 Seçil Uğur Yavuz 2022-05-31 2022-05-31 20 1 13 22 10.6092/issn.2420-8175/14967 Intercultural research and training in the <em>Movimento di Cooperazione Educativa</em> <p>The paper presents the research and training experiences with an intercultural perspective, developed in the <em>Movimento di Cooperazione Educativa</em> (MCE). Firstly, the <em>Gruppo Nazionale di Antropologia Culturale</em> (GNAC), born in the 70s, was committed to deconstruct the ethnocentric frames in which scholastic knowledge, especially in the didactics of history, was built in the educational contexts. Secondly, the <em>Scuola Interculturale di Formazione</em> (SIF), which arose in the second half of the 90s, claims a specific intercultural training in light of more and more heterogeneous and complex school contexts and new professional training needs. The paper presents some evidence collected by using both bibliographic sources and oral histories, to improve and spread a reflective, democratic and cooperative perspective in multicultural educational contexts.</p> Maura Tripi Copyright (c) 2022 Maura Tripi 2022-05-31 2022-05-31 20 1 23 35 10.6092/issn.2420-8175/14968 Chinese Students in Barcelona (Spain). Culture Shock and Adaptation Strategies <p>The purpose of this study is to explore the case of culture shock and adaptation among Chinese students in Barcelona. This is an empirical study conducted from a multicultural context with a research approach both qualitative and quantitative by randomly selecting a sample of 109 study participants, all Chinese students at the University of Barcelona. Information was collected through social software (WeChat/WhatsApp, Facebook, Instagram), email and/or face to face to identify forms of cultural shock and to list and evaluate possible intercultural adaptation strategies and the most appropriate ones. This article utilises a part of the target sample and refers only to short period of time. The results open up a number of reflections with positive implications for international students who find it difficult to adapt to different cultures from the moment they arrive in Spain. The results also suggest new ideas with respect to student’s form of participation and collaboration.</p> Muyang Zhu Copyright (c) 2022 Muyang Zhu 2022-05-31 2022-05-31 20 1 36 47 10.6092/issn.2420-8175/14969 A school of One’s Own: bodies, desires, cultures of women and community work <p>The Scuola delle Donne del Pilastro has its roots in a long experience of urban ethnography practices on the themes of migrant children and early school leaving. The article illustrates how it was possible to build, between academic research and local institutions, a public service within which research, community work and response to the needs of specific subjects in conditions of social and cultural exclusion are intertwined in a concrete way, producing actions, experiments and identifying new fields of intervention. From a methodological point of view, the main axes of the experience of the Scuola delle Donne are those of the participatory action research developed by Paulo Freire and the feminist methodology, a type of action-research attentive to gender, to the construction of relationships between subjects in the process of research and change-oriented. The article will therefore explore the case of an alliance between technicians, operators, researchers, activists and women of the community capable of producing a different approach to welfare and educational intervention starting from the construction of spaces for the collective expression of the needs of a territory/community.</p> Fulvia Antonelli Copyright (c) 2022 Fulvia Antonelli 2022-05-31 2022-05-31 20 1 48 57 10.6092/issn.2420-8175/14982 Methods and tools of observation and action to initiate a process <p>The contribution has its roots in research launched in 2016 and still ongoing that looks at schools as potential resources for the construction and transformation of the territory, of the cultural paradigms that underlie its configuration and the distribution of resources in it. Research that first focused around two areas of the city of Venice and has more recently expanded to two areas of Padua. The observation methods applied have been defined in a constant and deep relationship with the contexts of research and with the multiplicity of subjects that inhabit them. By combining their different views and approaches these subjects found a common ground focused on the dimension of <em>doing</em> and in a vision of the educational practices as transformative ones-practices. This contribution, after an initial reference to the Venice area as a first field of research and experimentation, focuses on the observation-action methods applied more recently in the context of the city of Padua. It describes how they helped to activate and connect community resources, by offering the territory opportunities of collaboration. The observation methods applied did so by stimulating the schools involved and the network of places around them, to experiment themselves as open laboratories, as community spaces of social and cultural relevance: permeable crossroad and field of opportunity for social redemption.</p> Elisabetta Antonucci Copyright (c) 2022 Elisabetta Antonucci 2022-05-31 2022-05-31 20 1 58 68 10.6092/issn.2420-8175/14971 Research-action tools to reinterpret <em>school inclusion</em> concept <p>This article explores the research-action tools used for a Linguistic Inclusion path, performed at some primary and first level secondary schools in Turin during the school year. The authors allocate these instruments to a multi-disciplinary framework of anthropological, sociological and pedagogic concepts, such as Bonetti’s <em>Relational Learning</em>, Ward’s<em> Education and Anarchism</em> and Dolci’s <em>Maieutic Method</em>. From these, three categories arise: participation, collaboration and care tools. These latter carry two main objectives: to investigate the dynamics of the three macro-areas within the contexts in which they are used, and at the same time to take action on them, through the co-creation of new educational possibilities.</p> Beatrice Chirio Reza Nabibakhsh Copyright (c) 2022 Beatrice Chirio, Reza Nabibakhsh 2022-05-31 2022-05-31 20 1 69 79 10.6092/issn.2420-8175/14972 Design for intercultural education: a cross-disciplinary and heuristic methodology between design, anthropology and pedagogy <p>Three years after my PhD, I reflect on my action-research based on a preschool in Reggio Emilia and aimed at verifying the design contribution to intercultural education. The paper presents the undertaken process to achieve a cross-disciplinary methodology resulting from a continuous dialogue across the three disciplines – design, anthropology and pedagogy. The paper showcases the research commitment in overcoming disciplinary barriers in order to achieve a meaningful final output, highlighting the new mental habit and project attitude that arose from the research experience. The conclusion part briefly highlights the new role of a designer approaching such challenging times.</p> Valentina Frosini Copyright (c) 2022 Valentina Frosini 2022-05-31 2022-05-31 20 1 80 94 10.6092/issn.2420-8175/14973 Cultural diversity in textbooks and children’s literature in Italy (1980-2000). Breakthrough or continuity? <p>The paper intends to study the construction of the childhood imagination on diversity starting from two different sources and narratives, aware of the fact that they have equally contributed to picturing and shaping ideas and images of one other on young minds. The contribution’s main aim is to highlight how cultural diversity has been represented in formal and informal education, through the analysis of textbooks and children’s literature. To this end, Italian textbooks and novels published from the 1980s to 2000 have been selected in order to retrace cultural changes at a historical level and how both school and children's literature have responded to the challenges of an increasingly culturally heterogeneous society. The analysis showed that while the best children’s literature offers alternatives and <em>intercultural</em> models to the young readers who know how to recognize and choose a <em>good story</em> establishing a rupture with the representations conveyed in the texts and novels of previous decades. Textbooks, for their part, are placed in continuity, they are slow to recognise and value cultural diversity.</p> Maria Lucenti Copyright (c) 2022 Maria Lucenti 2022-05-31 2022-05-31 20 1 95 106 10.6092/issn.2420-8175/14974 Housing as a starting point for migrants’ integration: opportunities and obstacles in Emilia-Romagna region <p>The article focuses on the need to implement housing integration practices for migrants in Italy. Through an overview of the literature on housing, with an insight at the Emilia-Romagna region, the aim was to identify opportunities and obstacles that arise for refugees and holders of international protection once they leave the reception and integration services. As part of the H2020 MERGING project we introduce a first phase of the qualitative research conducted and the methodology adopted for the selection of the case study investigated. The selected project presents itself as a potential model to be implemented to address the housing issue as a right to be protected but also as a starting point for the integration process.</p> Marta Salinaro Marta Ilardo Copyright (c) 2022 Marta Salinaro, Marta Ilardo 2022-05-31 2022-05-31 20 1 107 121 10.6092/issn.2420-8175/14975 The role of religious affiliation in migrant lives: a socio-anthropological investigation in the Bangladeshi community of Rome <p>This paper questions the role played by religious affiliation in the migratory experience, examining, specifically, the Islamic community of Bangladeshi migrants in Rome, which has been observed in the urban space of the multicultural district of Tor Pignattara. Starting from the results of an ethnographic research on the local Bangladeshi mosques, the investigation focuses on the intolerance with which the diffusion of Islamic places of worship in the Italian urban landscape is generally received, highlighting the deep implications that attitudes of closure can have at the institutional level on the actual social and political recognition of Islam in the reality of the territory. By observing the prayer halls of Tor Pignattara, it is possible to highlight the complexity of the functions they perform, which go far beyond the spiritual sphere, and elevate religious institutions in the contexts of arrival to essential points of reference for the integration of Muslim believers in the Italian social fabric.</p> Arianna Corte Copyright (c) 2022 Arianna Corte 2022-05-31 2022-05-31 20 1 122 132 10.6092/issn.2420-8175/14976 To Andrea Canevaro. A memorial from the Department of Education Studies of Bologna Dipartimento di Scienze dell’Educazione “Giovanni Maria Bertin” Copyright (c) 2022 Dipartimento di Scienze dell’Educazione “Giovanni Maria Bertin” 2022-05-31 2022-05-31 20 1 I II 10.6092/issn.2420-8175/14987 La classe plurilingue Ilaria Fiorentini, Chiara Gianollo, Nicola Grandi (a cura di) Bologna, Bononia University Press, 2020 Valentina Carbonara Copyright (c) 2022 Valentina Carbonara 2022-05-31 2022-05-31 20 1 133 134 10.6092/issn.2420-8175/14977 O ensino de alemão em contexto universitário: modalidades, desafios e perspectivas Dörte Uphoff, Luciane Leipnitz, Poliana Coeli Costa Arantes, Rogéria Costa Pereira (sous la direction de) São Paulo, Humanitas, 2017 Héloïse Elisabeth Ducatteau Copyright (c) 2022 Héloïse Elisabeth Ducatteau 2022-05-31 2022-05-31 20 1 135 136 10.6092/issn.2420-8175/14980