Educazione interculturale https://educazione-interculturale.unibo.it/ <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="http://creativecommons.org/licenses/by/4.0/" rel="license"><img src="https://licensebuttons.net/l/by/4.0/88x31.png" alt="Creative Commons License" /></a></div><p>This journal is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a> (<a href="http://creativecommons.org/licenses/by/4.0/legalcode">full legal code</a>). <br /> See also our <a href="/about/editorialPolicies#openAccessPolicy">Open Access Policy</a>.</p> Teachers' educational mediation and the role of benevolence in the fight against early school leaving https://educazione-interculturale.unibo.it/article/view/12964 <p>The benevolent relationship that a teacher has with a pupil fosters the acquisition of knowledge. A relationship of this kind is not always easy to establish. Benevolence in teaching requires a pupil to be considered as a whole. This attention to the pupil is one of the dimensions of educational mediation. This article examines the taking into consideration of the pupil in school interactions. Thus, the concept of mediation represents all the learning aids used by teachers and is organised around the interaction between (teachers’ and pupils’) schemas (Numa-Bocage, 2007). It requires a benevolent stance on the part of the teachers which in turn makes it possible to fight against dropping out of school. Four examples of secondary-school research illustrate the benevolent dimension in mediation: using a game for the purposes of inclusive education; using self-confrontation in a group of students for the purpose of developing teaching practices; videorecording and the importance of taking into account what young people have to say; and listening and paying attention to young apprentices during the Covid-19 pandemic. Ways to fight dropping out are identified.</p> Line Numa-Bocage Copyright (c) 2021 Line Numa-Bocage https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 64 77 10.6092/issn.2420-8175/12964 Socio-educational reception of UASCs and young adults at the time of the Covid-19 pandemic https://educazione-interculturale.unibo.it/article/view/12965 <p>The paper presented takes up the results of a first phase of research on UASC and volunteer Tutors, assuming the traumaticity determined by the experience of covid-19 as a necessary sensitizing concept (Blumer, 1969), reviewing the methodological system (methodological framework) and determining the development of tools and perspectives in progress. Through a case study that includes interview with volunteer guardians, UASC, recently of age, coordinators of communities and educators, it was intended to investigate how relational and institutional networks have developed strategies for the protection and prevention of educational poverty and deprivation socio-affective, in a time of emergency.</p> Francesca Audino Lavinia Bianchi Copyright (c) 2021 Lavinia Bianchi, Francesca Audino https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 78 90 10.6092/issn.2420-8175/12965 The migrant’s path: from the project SIPROIMI to seeking housing autonomy. The route out of reception centres among difficulties, resources and personal accounts https://educazione-interculturale.unibo.it/article/view/12966 <p>The research was carried out in the city of Bologna in order to analyze the difficulty in finding a place where to live for people with economic and social problems. The article introduces the concept of home both as a fixed place and as something that includes relational, community and political meanings. The bond between people, society and territory as well as between steadiness and mobility is visible in the migratory phenomenon: how do migrants feel when talking about home and above all what is the link with their place of origin and their migratory project? Could we consider this topic in a perspective of shattered expectation and double absence as suggested by Sayad (2002) while studying the migratory phenomenon? Afterwards the impact of the housing topic for migrants will be analyzed thanks to the interviews of some social operators who decided to share their experience and the tools they use in order to help a person to find an accommodation. Along with the social operators, I interviewed some migrants living in reception centers that reported feelings and problems faced while looking for an accommodation. Further points of views were given by the coordinator of the SIPROIMI project in Bologna and the operators working in the housing office.</p> Sara Arlati Copyright (c) 2021 Sara Arlati https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 91 100 10.6092/issn.2420-8175/12966 Second generation migrants and school. From educational needs to social inclusion https://educazione-interculturale.unibo.it/article/view/12967 <p>This article analyzes the testimonies of new generations of immigrant origin on inclusive education, gathered through three methods of research and intervention: the first is linked to the Region of Tuscany and CNR – ITTIG’s <em>#IOPARTECIPO</em> project, funded by AMIF; the second involves interviews and focus groups conducted for research by the Italian Authority for Children and Adolescents, titled, <em>L’inclusione e la partecipazione delle nuove generazioni di origine immigrata. Focus sulla condizione femminile</em>, while the third one, <em>Apriti Sesamo</em>, funded by FAMI, is still ongoing. These projects, developed from June to 2018, witnessed the participation of over 100 second-generation children. Though not a statistically significant sample, a qualitative analysis of the interviews and discussion groups has proved itself extremely significant, offering ample points of reflection and opportunities for in-depth analysis. This article will investigate the issues raised by the children in regard to their educational paths and relationships with peers, the latter identified as instrumental to their education and an essential indicator for assessing real social integration.</p> Tiziana Chiappelli Copyright (c) 2021 Tiziana Chiappelli https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 101 111 10.6092/issn.2420-8175/12967 Women on the move and successful integration. The challenge of decentralised reception in the city of Bologna https://educazione-interculturale.unibo.it/article/view/12968 <p>The prolongued lack of attention to the multidimensionality of migrations’ feminization in migratory studies and the over-mediatisation of the landings have resulted in a gradual proliferation of reductive representations of women in migration, mainly linked to passivity and innocence. The article analyses some situations in which the intersection between being migrants and being women emerges as a determining factor in the life course and in particular in the integration processes of asylum seekers and refugees in the landing Country. Therefore, the italian reception culture and the role of the former reception system (SIPROIMI) will be analyzed, paying particular attention to some possible paths to follow in order to enhance successful integration processes, which are respectful of all kinds of membership. The theoretical reflections will be accompanied by the results of a small qualitative research carried out in a reception house for women and single-parent family units of the former reception system (SIPROIMI) in Bologna. The research is aimed at investigating some possible strategies to set up individual integration projects that respond to the needs and desires of the women welcomed in the reception house and that tend to their greatest possible autonomy.</p> Elisa Fuggiano Copyright (c) 2021 Elisa Fuggiano https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 112 128 10.6092/issn.2420-8175/12968 Educazione, formazione e pedagogia in prospettiva interculturale, Massimiliano Fiorucci, Milano, FrancoAngeli, 2020 https://educazione-interculturale.unibo.it/article/view/12969 Veronica Riccardi Copyright (c) 2021 Veronica Riccardi https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 129 131 10.6092/issn.2420-8175/12969 Ti racconto il viaggio (e quel che ho imparato), Mariangela Giusti (a cura di), Milano, FrancoAngeli, 2021 https://educazione-interculturale.unibo.it/article/view/12970 Luca Di Nanno Copyright (c) 2021 Luca Di Nanno https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 132 133 10.6092/issn.2420-8175/12970 Il plurilinguismo come risorsa. Prospettive teoriche, politiche educative e pratiche didattiche, Edith Cognigni, Pisa, ETS, 2020 https://educazione-interculturale.unibo.it/article/view/12971 Davide Delle Chiaie Copyright (c) 2021 Davide Delle Chiaie https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 134 136 10.6092/issn.2420-8175/12971 Sesso, razza e pratica del potere. L’idea di natura, Colette Guillaumin, (traduzione, introduzione e cura di Sara Garbagnoli, Vincenza Perilli e Valeria Ribeiro Corossacz), Verona, Ombre Corte, 2020 https://educazione-interculturale.unibo.it/article/view/12972 Sandra Kyeremeh Copyright (c) 2021 Sandra Kyeremeh https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 137 138 10.6092/issn.2420-8175/12972 Editorial https://educazione-interculturale.unibo.it/article/view/12981 <p>I processi di inclusione scolastica sono, da sempre, al centro degli interessi della Rivista Educazione Interculturale. In un qualche modo, potremmo considerare che i temi dell’inclusione scolastica e socio-culturale costituiscano il <em>cuore</em> stesso dell’impegno di <em>dissemination</em> della ricerca, sia fondamentale che applicata, della Rivista, un impegno che non si limita a divulgare la ricerca ma a porre l’attenzione, con forza, alla comunità scientifica i temi su cui ci sembra importante aprire un confronto. Oggi più che mai crediamo che il tema dell’inclusione scolastica sia rilevante per i nostri ragazzi e ragazze.</p> Giovanna Guerzoni Copyright (c) 2021 Giovanna Guerzoni https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 1 2 10.6092/issn.2420-8175/12981 An inclusive school for all. Reflections from the RISE project (<em>Roma Inclusive School Experiences</em>) https://educazione-interculturale.unibo.it/article/view/12960 <p>The article proposes a reflection on inclusive schools through the analysis of an international project aimed to reduce absenteeism and school failure for Roma children. The quality and quantity of Roma school attendance and performance are often influenced by the educational strategies and teach­ing models implemented in schools and by school organizations, adopted deliberately or not. An inclusive school is deeply linked to the quality of the school system, and the ability to create positive relationship between teachers and students and among students themselves. What most characterised the project is the simultaneous construction of an inclusive model of school where the concept of inclusion is considered a common good. The project is based on various actions involving teaching staff and Roma and non Roma students, following a systemic approach.</p> Maria Teresa Tagliaventi Copyright (c) 2021 Maria Teresa Tagliaventi https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 3 17 10.6092/issn.2420-8175/12960 Gypsy students in Catalonia (Spain): compensation with improvable cultural recognition https://educazione-interculturale.unibo.it/article/view/12961 <p>The article starts from the premise that the school institution has generally failed to recognise cultural minorities and incorporate them into its everyday dynamic and curriculum. A greater incorporation of families and the recognition and incorporation of cultural diversity in schools are relevant points for favouring the processes of schooling. In this framework, the results of a survey of a sample of representatives from the management teams of primary schools (aged 6 to 12) in Catalonia (Spain) are presented. This focuses on the evolution of action to favour equal opportunities, identifying the extent to which cultural diversity is recognised in the documents in the schools and defining the actions in which this is taken into account. The results indicate that opportunities for Gitano pupils have worsened and that their presence in the schools does not mean greater recognition of their identity and culture but rather that there is a tendency to act in a compensatory way.</p> Jordi Garreta-Bochaca Núria Llevot-Calvet Copyright (c) 2021 Núria Llevot-Calvet, Jordi Garreta-Bochaca https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 18 34 10.6092/issn.2420-8175/12961 Educational inclusion also involves language: Romané between identity, status and curricula https://educazione-interculturale.unibo.it/article/view/12962 <p>While considering the developments in valorising multilingualism and promoting interculturality in Europe, the present work converses with <em>Romané</em>, the language of Roma, in the form of a pedagogical reflection that focuses on its use in education. By retracing the gradations of its vitality and recognition, the discussion comes to the efforts to include this minority language – not always recognised as a such – in teaching materials, curricular activities and educational extracurricular programmes. This brings us to the Italian case: given the importance of local experiences, part of the contents, emerged from an empirical study, is dedicated to what has been achieved in the city of Florence in terms of cultural-linguistic promotion of Romané in an intercultural perspective. Thereby, the purpose of the paper is to both document the experience, and contribute to the pedagogical production of operational models responsive to diversity, hence capable of enhancing educational inclusion of minorities, with particular reference to Roma groups, by drawing on their language tool.</p> Zoran Lapov Copyright (c) 2021 Zoran Lapov https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 35 50 10.6092/issn.2420-8175/12962 Orality, Inclusion and Equality in the EFL Primary Classroom https://educazione-interculturale.unibo.it/article/view/12963 <p>This paper describes the interplay between orality and inclusive English as a Foreign Language Teaching (in the primary classroom), with reference to the Italian context. Inclusive teaching is here understood as a teacher’s ability to provide environments ensuring every pupil equal access to the English language. In the first part of the paper, a case is made for the need to implement the use of aural and oral communication in the EFL classroom, both in terms of letting children listen to the sounds of the new language (thus fostering comprehension skills) and enabling them to copy the teacher’s sounds and words, or even express what they might already know. The second part of the paper focusses on the learner, and in particular on immigrant children who are trying to master the local language (Italian), native children who might have different levels of access to the foreign language outside school, depending on their socio-economic status, and children with specific learning difficulty. Finally, the paper briefly discusses the implications, both for in-service teachers and for university student teachers, of the implementation (and increase) of classroom orality.</p> Licia Masoni Copyright (c) 2021 Licia Masoni https://creativecommons.org/licenses/by/4.0 2021-05-31 2021-05-31 19 1 51 63 10.6092/issn.2420-8175/12963