Session Information
28 SES 07, The Post-Comprehensive School In Europe. The Role of Journals in the Elaboration of a Critical and Reflexive Analysis
symposium
Contribution
The idea of a unified middle school appears early on in Italian history: a first relevant trace can be found in an official report dated 1864. A century goes by before the approval of the 1962 law. An evaluation. We may only partially speak of failure of the comprehensivization experience. The various national cases present differing degrees and models of integration, thus it might be useful to elaborate typologies of comprehensive schools together with indexes for measuring their degrees of integration. In Italy, the unified middle school has fostered both increasing inclusion and a reduction in the impact of background on completing this cycle and acceding to the successive one. However, the results in the field of learning outcomes are less satisfactory. The post-comprehensive phase. Socio-cultural changes in the last 50 or 60 years have challenged the idea of “comprehensiveness”, calling on sociologists to analyze and reflect critically on the relationships between integration and differentiation. Some kinds of differentiation, however, may favor, or at least not hinder, equalization and reconcile it with other values: respect for individual and collective differences, participation of social actors at local level, innovation in teaching/learning.
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