07 SES 13 C, How to Defeat Embedded Exclusive Tradition in Education Systems: Can inclusion be a remedy for immigrants, refugees, and ethnic minorities?
In Italy, the exploration of, and debate on, problems of educational rights and justice are carried out by sociologists and educational interculturalists. Their aims are to understand and respond to pressing social, political and educational concerns relative to migration, educational inclusion of immigrants’ and minorities’ children (such as the Roma and the travelling attractionists), to inquire into the complexities of their cultural diversities and to valorize them as teaching and learning resources. The goal of this presentation is twofold. Thanks to qualitative research carried out in three different Italian regions (Piedmont, Trentino Alto Adige and Veneto), the paper will discuss, on the one hand, what kind of and to what extent educational practices, methodological tools and specific initiatives have been developed and nationally widespread for taking concretely into account the various migratory background and previous school experiences held in other countries. On the other, in our presentation we will critically consider the educational paths trod by pupils and students from immigrant families, as well as by travelling attractionists and Roma, point out the obstacles they meet and indicate how some of the inclusive educational policies and classroom approaches might in fact result in forms of isolation, if not exclusion, from classroom life, or the essentialization of their identites. For instance, Gobbo’s ethnographic findings point out how the intensely mobile way of life of travelling attractionists impacts on their children’s school attendance and learning, and on the schools’ capacity to elaborate effective educational approaches. As for the Roma, the presentation will concern the Sinti of Trento studied by Setti, and the organizational and educational consequences resulting from the categorization of Sinti pupils and students as “Nomads” and/or “Gypsy” and from the assignment of most Sinti students to the category of Special Educational Needs (Bisogni educativi speciali), namely to programs taught by appointed educators outside of the regular classrooms. Concerning migrant children, several studies point out how the most important lesson emerging from the Italian case is the importance of supporting youth integration programmes concentrating on the following core areas: language acquisition, education, integration into the labour market, social counselling and social integration. These issues, however, are not well addressed along all the country neither in a structural and systematic way, outlining heterogeneous models and ways of acting city by city and school by school.
Gobbo F. (2017d), “Educational Justice and Occupational Mobility: The Role of Civic Commitment and of Imagination”, in Dana Moree ed., special issue of Urban Education, DOI 10.1007/s 11256 -016-0392-7. Gobbo F. (2015c), “People ‘of passage’: an intercultural educator’s interpretation of diversity and cultural identity”, in Griffiths M, Bridges D., Smeyers P. eds., International Handbook of Interpretation in Educational Research Methods, Springer, Dordrecht, pp. 505-528. Gobbo F., Ricucci R., Galloni F. (2011c), “Legislation, projects and Strategies for the Implementation of Educational Inclusion in Italy: Results, Questions and Future Prospects”, in The Open Education Journal, 4 (Suppl. 1-M4), pp. 42-51. Gobbo F., Ricucci R. (2011d) “Classroom segregation? No thanks'. Reflections from the Italian case”, in Bakker J., Denessen E., Peters D., Walraven G. eds., International perspectives on countering school segregation, Garant, Antwerp, pp. 205- 221. Ricucci, R. (2014), The second generations on the move, Lexington, Maryland. Setti F. (2015), “The implications of ‘naming’ on Roma and Sinti right to education and social inclusion: an ethnography of education among a Sinti family network”, in Intercultural Education, vol. 26, no. 2, pp. 114-130. Setti F. (2015), Una questione di prospettive. Etnografia dell’educazione e della relazioni tra sinti e non sinti, CISU, Roma.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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