Session Information
23 SES 08 B, Politics of Equity and Inclusion: Focus on Immigrants
Paper Session
Contribution
The paper addresses the theme of the policies of urban education of immigrant students, and in particular deepens the case of two northern cities: Genova and Milano. During the last decade there was recorded not simply a significant increase of immigrants in Italy, but above all, a qualitative change in terms of composition within the different ethnic groups as well as stabilization of permanent settlements, due to family reunions, births and growing up in Italy of immigrants’ children (Istat 2009). Hence, this leaves open a set of questions: (a) what kind of educational opportunities emerges in the different national territories (large cities, small towns, different suburbs)? (b) what kind of response emerges in urban education policies and practises? (c) How do these policies and practices affect immigrant students’ chances to schooling succeed? The paper intends to furnish some empirical answers to these questions through the presentation of the some research findings the immigrant students’ inclusion and education outcoms in the secondary school (Ambrosini, Molina, 2004; Besozzi, Colombo, Santagati 2009; Demetrio, Favaro 2004; Queirolo Palmas, 2006; Tognetti Bordogna, 2007).
The papers draws on a theoretical approach that looks into how to transform education systems and other learning environments in order to respond to the diversity of learners. It considers the different alternative responses to immigrants’ inclusion in EU schools (assimilation, segregation and intercultural model, see Van Zanten 2001, Raveaud 2008, Leeman 2008, Gaine and Gewirtz 2008, Gaine 2008) as sets of discourses/policies/practices (Ball, 2006). Concerning this, we are analyzed the current schooling policies carried out in Italy as an answer to the educational needs of young generations without Italian citizenship. The purpose is to understand if performed interventions actually help inclusion, that’s to say a fully and successful participation in education.
Method
Expected Outcomes
References
Ambrosini, M., Molina, S. (eds) (2004) Seconde generazioni. Un’introduzione al futuro dell’immigrazione in Italia, Bologna: il Mulino. Ball, S. J. (2006) Education Policy and Social Class, London: Routledge. Besozzi, E. Colombo M., Santagati M. (2009) Giovani stranieri, nuovi cittadini. Le strategie di una generazione ponte, Milano: Franco Angeli. Besozzi, E. (2009) Una generazione strategica, in Besozzi E., Colombo M., Santagati M. 2009, cit. Bottani, N. (2002) Insegnanti al timone? Fatti e parole dell’autonomia scolastica, Bologna: il Mulino. Derouet, J. L. (2000) L'école dans plusieurs mondes, Bruxelles: De Boeck. Faas (2008) From Foreigner Pedagogy to Intercultural Education: an analysis of the German responses to diversity and its impact on schools and students, in European Educational Research Journal, Volume 7 Number 1. Gaine, C. (2008) Race, Ethnicity and Difference versus Imagined, in Homogeneity within the European Union, European Educational Research Journal, Volume 7 Number 1. Gill, D. Mayor, B. e Blair, M. (a cura di) (1992) Racism in education: structures and strategies, London: Sage/Open University Press. Giusti, M. (2007) La scuola e la riflessione pedagogica interculturale, in Tognetti Bordogna M. (a cura di), Arrivare non basta. Complessità e fatica della migrazione, Milano: Franco Angeli. Grandi, F. (2008) Immigrazione e dimensione locale. Strumenti per l’analisi dei processi inclusivi, Milano: Franco Angeli. Leeman, Y. (2008) Education and Diversity, in Netherlands, European Educational Research Journal, Volume 7, Number 1. Raveaud, M. (2008) Culture-Blind? Parental Discourse on Religion, Ethnicity and Secularism, in the French Educational Context, European Educational Research Journal, Volume 7 Number 1 2008 Tognetti Bordogna, M. (ed) (2007) Arrivare non basta. Complessità e fatica della migrazione, Milano: Franco Angeli. Van Zanten, A. (2001) L’école de la périphérie: scolarité et ségrégation en banlieue, Paris: Presses Universitaires de France.Grandi,
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