Educazione interculturale

Migrant families. Intergenerational dynamics and inclusion in socio-educational contexts

Edith Cognigni — 2022-11-29

The introductory essay frames the monographic section of this volume, which investigates the theme of the family in migration. The research contributions, in presenting various examples of projects and/or interventions implemented in the socio-educational and school contexts in favour of families and children with migrant backgrounds, provide a rich and interesting picture of the main issues regarding families, education and migration. In its own concept, the monographic issue aimed to welcome contributions of both theoretical and applied nature, capable of highlighting innovative and multidisciplinary elements of reflection on these issues, also at the international level.

Migrant families and intergenerational relationships: cultural challenges, renegotiation practices and social change

Marta Scocco — 2022-11-29

International studies have confirmed the central role played by families in defining migration routes and strategies. Adopting a family perspective to view the migration phenomenon means observing the different relationships between the various components along a multi-generational temporal and relational axis. Migration experiences from one generation to another are very different, and they often underline or exacerbate generational differences. A generational approach could therefore be the leitmotiv of innovative debates in the field of contemporary migration studies. Furthermore, introducing generation as a key variable may help to understand migration processes through a broader perspective in this time of multiple crises and transformations. This contribution, which is of a theoretical nature, aims to reflect on state-of-the-art research in the field. Reviewing the most recent literature, it aims to add to the available knowledge by observing how cultural complexity, intergenerational relationships and renegotiation practices within migrant families could be regarded as empirical evidence of ongoing social change.

Family migration and gender changes. Boundaries, ties and subjectivities

Claudia Santoni — 2022-11-29

Sociological reflection on migrant families has grown over the years, widening its gaze to highlight the transformations that take place within them and that outline new relational models between the members and between them and the society of arrival. The migration experience changes family relations, modifying intergenerational and even gender relations, a concept that has become a true interpretative category of these modifications. Both family and subjective life practices emerging from studies and research show in the biographical paths taken by first- and second-generation women in Italy, multiform and non-stereotyped identity traits. The concluding part of the essay presents some results from the empirical investigation entitled Gender differences, gender stereotypes and equality aimed at second-generation young people in Italy.

Immigrant mothers between social isolation and informal network. A pedagogical reflection on social support in migration from the life-stories of women of Arab-Muslim origin in Milan

Alessandra Mussi — 2022-11-29

Families with an immigrant background are often described in the literature as vulnerable; at the same time, migration can turn out to be a familiar experience characterized by creative potentials, perhaps unexpected resources that can be relied upon to cope with critical issues and daily life in the new context. Adopting this twofold perspective, we will explore the issue of informal social support available to immigrant families, referring in particular to insights from an ethnographic research with mothers of Arab-Muslim origin living in Milan (Italy). Social support network appears quite limited, although there are less visible but equally important forms of support. Focusing on the experiences of social isolation, the relationship with the partner, the contacts with fellow countrymen/women and locals, we will highlight both the critical issues and the potentials. Based on these aspects, it will be possible to give some interesting indications for the implementation of pedagogical initiatives to support parenthood culturally sensitive and capable of enhancing the existing resources.

The social integration process of highly skilled immigrant mothers and the intergenerational legacy. A case study of Denmark reality

Marta Ortega-Gaspar — 2022-11-29

Social integration process of immigrants has long been a key issue in the government agenda. This study analyzes the barriers and strategies for professional integration of highly skilled immigrant mothers during the process of immersion in a new social and cultural environment. The analysis allows the understanding of how these women recover a professional status lost during the migratory process and how they achieve a balance between the different roles they play in the host danish society. Qualitative research has been carried out through semi-structured interviews to highly skilled professional women settled down in Denmark. Results suggest that immigrant women make a series of concessions in exchange for a series of advantages, which according to interviewees are gender security and equality. It is observed the importance they attach to the values they hope to instill in their children. Their endeavor will be worth it, in the sense that in Denmark they will find stability and security for their family, for themselves, and especially for their children.

Disability, parents and siblings with a migratory background. Sociocultural dynamics and inclusive perspectives

Emanuela Bini — 2022-11-29

What happens when a disabled child is born in a migrant family? How do relationships and roles change in a family committed to assist a disabled child in a foreign country? How do migrants approach to new educational and rehabilitative models that depart from their traditional educational model? Parents and siblings of a disabled child often face linguistic, economic and housing difficulties that are typical of the migratory experience; however they face also further challenges for socioeducational integration in order to define linguistic and cultural identity and educational models imprited to plurality. In this article the Author tries to give an answer to several questions by referring to several researches in sociology, cultural anthropology, ethnopsychiatry, intercultural pedagogy, special pedagogy that investigated the interwing of disability and migration and also the role of Institutions, social health services, school and voluntary associations asked to individuate strategies and resources to define effective interventions to support inclusive process of migrant families with disabled children.

Family language policies: intergenerational interaction and transmission in and of language(s) and culture(s) of origin in French-speaking Africa immigrant families

Sabrina Alessandrini — 2022-11-29

Knowing the dynamics of intra-family interaction through which processes of intergenerational linguistic transmission take place is fundamental in the study of the sociolinguistic and linguistic-cultural practices within families in a permanent migratory context (Lannutti, 2010). Whatever the communication method adopted - in Italian, in language of origin, alternating codes - the language used in everyday communication between parents and children is destined to be constantly asymmetrical: different biographical and acculturation paths generate differences in linguistic repertoires, skills and uses. Through a qualitative survey (questionnaires and interviews) conducted on a sample of 27 adolescents (between 13 and 20) born in Italy from African parents, the main dynamics of interaction and linguistic and cultural transmission will be analysed.

Investigating language attitudes in Pakistani immigrant individuals of France

Shahzaman Haque — 2022-11-29

This article attempts to investigate a case study on the language attitudes of Pakistani immigrants in France, drawing on the theoretical framework of family language policy. Over 37 individuals of Pakistani descent living in the suburbs of Paris participated in this study through a questionnaire on language attitudes. All the participants showed a positive attitude towards the teaching of the Urdu language to their children or to the second generation. Within the family arena, it has been observed that the consequences of prolonged language contact led to language changes (Ricento, 2006) from the heritage language (Punjabi in the case of the illustrated case study’s participants) to the language of prestige (Urdu) through verbal interaction with the second generation. This study also takes into account the linguistic biographies of some students of Pakistani origin enrolled in a Bachelor’s program with Urdu as major subject at the National Institute of Oriental Languages and Civilization in Paris. The reports by the students have further attested to language attitudes in favour of Urdu emerging as an important tool in the socio-educational context.

Intercultural practices at nurseries: what skills to promote dialogue with families?

Dalila Raccagni — 2022-11-29

The intercultural perspective is at the center of the contemporary debate and urges education professionals to consider the identity, symbolic and cultural transformations of the living environments in which children grow up. In particular, nursery schools, which are increasingly becoming multicultural educational contexts, are a place of encounter and comparison between family models and different care practices. The confrontation with other people - be it parents, mother, father, woman, man, native, immigrant or, the so-called foreigner in the broadest sense - requires education professionals to think about difference not only in ethical cultural terms but also in existential and educational terms. The challenge is to design practices of participation that are diverse, but also respectful, reflective, and sustainable for all parents (native and immigrants). Families and educational services are thus called to build effective educational projects together with a view to promoting the well-being of future generations. Based on a training program addressed to educators working in specific socio-educational contexts (nursery schools), the article proposes a reflection on the different skills that these professionals should acquire to interface effectively with families.

Migrant parenting and minors on the threshold. Designing inclusive places in the integrated system 0-6

Rosita Deluigi — 2022-11-29

The daily management of educational services 0-6 years needs the promotion of dialogue between adults to create spaces and times of growth for children (Silva, 2011). Parenting and educational-care approaches can support learning paths and well-being of kids in unprecedented social and relational dimensions. The integrated system of education 0-6 years aims to guarantee everyone equal opportunities to develop the potential for relationships, autonomy, creativity and learning and, at the same time, to overcome inequalities, territorial, economic, ethnic and cultural barriers (Legislative decree 65 of 2017). To develop this perspective, it is essential to strengthen didactic-educational continuity in school, with families and with the local context. In particular, families interact with educational styles and places in which adults, parents and educators can meet in an atmosphere of reciprocity. The interaction between different cultures of early childhood care can be an interesting challenge (Bove, 2020), in which to listen to the voice of children, an indispensable sign of growing subjectivity.

Waiting for it to end in preschools in Roma Capitale. Pupils with migrant background and distance education

Daniela Roggero — 2022-11-29

The present work is part of a research on organisational and didactic practices related to intercultural education in preschools, with a focus on the municipal schools of Roma Capitale. Here we present an analysis of the documentary material produced by 238 preschools in the 2020 lockdown period (March/June) reporting on distance education activities, aimed to detect presence and quality of references to intercultural education and integration of pupils with a migrant background. Through both quantitative and qualitative analysis of indicators based on relevant literature, it emerges that intercultural perspective is rarely present in the work of schools. There seems to be a lack of explicit attention/action to include pupils with a migrant background, despite the conditions of high risk of educational poverty and marginalization during the pandemic crisis (lack of devices and connection, withdrawal to an exclusively non-Italian-speaking environment etc.). Furthermore, only a small number of schools show attention to mutual enrichment due to valuing differences. While considering the exceptional nature of the pandemic period, it is important to consider these issues while reprogramming the ordinary activity of schools.

Towards an increasingly less foreign school. Links between migrant families and teachers to build an educational alliance

Silvia Sordella — 2022-11-29

The role of parents in students learning pathways is the subject of many studies that analyze the correlation with academic achievement considering the weight of several variables, including the socio-cultural background of the family. This paper focuses on theoretical and methodological aspects of this educational field and presents some activities to promote the role of parents in children’s language education, within the European project NEW ABC. Starting from the various tools used in the research-action project, we will identify some productive areas of collaboration with the foreign families, especially in a task of enhancement of plurilingualism.

The school-family relationship as a key to success in school and in the transition phase of students with a migrant background

Marta Cecalupo — 2022-11-29

The contribution raises the issue of parental involvement as a key to educational success for students. Participation in school life becomes fundamental above all in the moment of transition to high school, precisely because there are dynamics in the choice of the path that are often not in line with the wishes and skills of the children. Within a broader research work that is taking place in some secondary schools of I and II degree in the Roman territory, which focuses on students with migration background and guidance practices, some in-depth interviews were carried out with a group of parents participating in the afternoon activities of the I.C. Poseidone, a school on the outskirts of Rome which, by presenting a high number of students with a migratory background in the student population, has chosen to invest resources and time, opening the school spaces to organize training courses aimed mainly at foreign parents, thus becoming a reference point for the neighborhood. The interviews collected have brought out important points of reflection on the work of inclusion that educational institutions should carry out.

Intercultura e infanzia nei servizi educativi 0-6. Prospettive in dialogo, Isabella Pescarmona (a cura di), Torino, Teoria e ricerca in educazione, 2021

Alessandra Mussi — 2022-11-29

Pedagogia postcoloniale. Prospettive radicali per l’intercultura, Giuseppe Burgio, Milano, FrancoAngeli, 2022

Stella Rita Emmanuele — 2022-11-29

Genere, storia diversità e culture. Questioni che toccano l’educazione, Elisabetta Marino e Carla Roverselli, Napoli, Paolo Loffredo Editore, 2022

Carlo Macale — 2022-11-29

Educazione e pedagogia interculturale, Agostino Portera, Bologna, Il Mulino, 2022

Fabio Alba — 2022-11-29

Processes and practices of health education and training of migrant women in the SAI: case study on trafficking victims in Latina

Lavinia Bianchi — 2022-11-29

This paper focuses on a service model characterized by the presence of an interdisciplinary and multi-professional team, which plan and achieves both health and wellness education, besides training pathways for migrant women located in the Lazio region, and in-service training for educational, pedagogical and sectoral professions. The work place itself in the path of intercultural pedagogy (Pinto Minerva, 2002, 2017, 2019; Fiorucci, 2015, 2017,2020; Cerrocchi, 2019) and gender and differences (Roverselli, 2017; Lopez, 2018; hooks, 2020;), borrowing interpretative categories and concepts from the intersectional perspective (Bianchi, 2019a, 2019b). As a first step, moving from the theoretical framework, a case study about educational and training processes and practices aimed to the benefit of trafficked women included in the SAI (Sistema Accoglienza Integrazione) of the Lazio area, from 2019, until today. Then, resorting to a research-action-training framework involves the educational and pedagogical coordination figures in every phase of investigation, intervention and training. Given the nuclei that have emerged from the administration and triangulation of the instruments – in favour of materials, documents and intervention strategies production – grounds of educational planning aiming to the integral formation of the person are envisaged: from access to the Health Service to taking charge and care for the female migrant population, as well as the healing of traumatic events and the enhancement of healthy and sustainable lifestyles – from an intercultural and post-colonial perspective.

The social educator in Spanish schools: an analysis of school regulations

Juan Agustín González Rodríguez — 2022-11-29

Spain is one of the European countries that has changed the most in recent years. The arrival of population of foreign origin has been one of the major changes and its impact is particularly evident in the educational system. Many tools have been introduced in an attempt to manage diversity and coexistence, including the introduction of the social educator in schools. However, its introduction has not been homogeneous: in some communities there have been educators in schools for 20 years, while other communities do not have them yet. This article seeks to delineate the recognized profile of social educators in their regulations and functions in schools. Methodologically, the work was carried out through a comparison of regional regulations that recognize the social educator as a professional in the school context. The results show that there are few communities that have included social education professionals at school and that, among those who have done so, most focus on coexistence and few on interculturality.

In memory of Otto Filtzinger. Families in migration, educational approaches and concrete responses: the tireless intercultural commitment of Prof. Otto Filtzinger in Germany. In memory and looking forward

Giovanni Cicero Catanese — 2022-11-29