Lately sociology of education has had to deal with complex challenges and the rise of new social phenomenon: the impact of migration processes and global fluxes in the different contexts of instruction, the strategies for social inclusion, the demand of citizenship expressed by the “new generations” (Bauman, 1998; Castles, 2002).

This study is aimed at developing the theme of the contribution of intercultural education to promote social cohesion, to the building of living together (Council of Europe, 2008; Commission of the European Communities, 2008; Nesse network, 2008). Such themes are dealt with through the analysis of the scholastic experience of autochthonous and foreign preadolescents, particularly through the study of the scholastic dimension as a place of where to form intercultural relations and where images of the world concerning the formation of citizenship, belongings and living together in a plural society are learnt.

This study takes also the intercultural perspective, that is based on the dynamic conception of culture (Levitt & Glick Schiller, 2004).

My objective was to investigate: scholastic success (regular school attendance; performance in different subjects; formative aspirations; knowledge of the Italian language; multiliguism); the construction of intercultural relations and exchanges in ambit of intercultural education.

In reference to the works of Stephan and Stephan (2000) and Ashmore (et al., 2004), in my research I take a theoretical and methodological relativist and a socio-constructionist approach to the ethnic categories.

My objective was to: grasp the processes of negotiation between the cultures and traditions in new generations of immigrant and autochthones; grasp formation processes of identities, of belonging and/or multiple-belonging: European citizenship; Cosmopolitan citizenship (Kymlicka,1995; De Wenden, 2001; Benhabib, 2004; Bloemraad, 2006).

I take a transnational approach (Beck, 2004; Waldinger, 2008; Esser, 2010). Such a perspective allowed me to overcome the linear and macro-social vision favouring a new method of analysis that takes into consideration the whole of bonds that exist on a social and cultural level outside the borders of National states. The action courses of the migrants are influenced by the relation, family and community networks, that give support but also tend to channel individual behaviour, in a continuous game of interaction between subjective motivation, family expectations and community relations. From a methodological point of view, the units analyzed are the individuals and the social networks they can use.

My objective was to observe how particular cultural and social practices are taken into possession and repurposed in the new social context.

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