Foreign families and schools Innovative strategies for improving the family-school relationship

Teaching and Learning in Italian Multicultural School Contexts: Outdoor Education and Inclusion Processes for Children with Migrant Backgrounds

“…Regarding the composition of the class, further contrasting results emerge, such as a higher density of CNI children in classrooms, especially of the first generation, which seems to have a minimal negative effect on the performance of immigrant children and almost zero on that of natives, as well as on inter-ethnic relations by increasing conflicts (conflict theory). Other studies show that the density linked to the presence of CNI children does not affect relationships between peers (Colombo, & Santagati, 2021). It also seems that diversity, in terms of diversification of ethnic groups, when the proportion is controlled, leads to an increase in performance and inter-ethnic relations (Plenty, & Jonsson, 2017;Schachner et al, 2018;Azzolini, Santagati, Mantovani, 2019;Martin et al, 2021) and how linguistic diversity leads to worsening social integration of non-native speakers (Bredtmann et al, 2021).…”

“…Teachers, on the other hand, declare a lower level of involvement in school activities and a lack of knowledge of the language of CNI families, especially in the pre-school phase. However, a contradiction emerges, namely, if on the one hand, teachers complain of a lack of interest in school on the part of CNI families, on the other hand, they claim that, if called to school, the latter participate in the meetings (Daher, Leonora, & Gamuzza, 2019;Azzolini, Santagati, & Mantovani, 2019;Prestinoni, 2013;Vincenti, 2007;Schapiro, 2009;Bennet, 2013;Colombo & Santagati, 2021;Heckmann, 2018;Janta & Harte, 2016).…”

“…To respond to the challenge of inclusion of children with a migrant background within Italian school contexts, teachers attribute the importance of knowing the migrant background of their pupils (Schachner et al, 2018;Heckmann, 2018;Janta, Harte, 2016;Martin at al., 2021;Prestinoni, 2013;Kennedy, 2017) and their parents (Kast et al, 2021) as a central factor. They are convinced that the use of cooperative and practical-experiential learning, based on all sensory channels for the authentic social and linguistic development of children, is able to highlight the potential of each one (Santagati, 2021;Passiatore et al, 2019;Janta & Harte, 2016;Schofield, 2006;Chiappelli, 2017;Hunchback, 2018;Gobbo et al, 2011;Makarova et al, 2019;Azzolini, 2015;Pierfederici, 2014;Mura et al, 2020;Colombo & Santagati, 2021), which can become a facilitating tool if combined with flexibility and variability of time and space (Sarumathi, 2017;De Almeida et al, 2019;Makarova et al, 2019;Pierdefederici, 2014;Premazzi & Ricucci, 2020;Daher, Leonora, & Gamuzza, 2019) both indoors and outdoors (Alsubaie, 2015;Premazzi, & Ricucci, 2020;Colombo, & Santagati, 2021), creativity and the search for innovative and active methodologies and constructive ways to foster inclusion, which place the learner at the center and make use of formative assessment Catarci, 2018;Makarova et al, 2019;Coin, 2018;Barthel et al, 2020;Capperucci, 2016;…”

“…Volume 2, Number 2, 2024 https://ijble.com/index.php/ieti relationships with co-ethnics (homophily), while CNI children show greater openness to interethnic contacts (Azzolini, Santagati, & Mantovani;Colombo, & Santagati, 2021). These numerous differences in the social relationships of CNI children are due to a multiplicity of factors involved ranging from socialization outside the country to cultural factors, from the presence of unfavorable attitudes to language knowledge, from the time spent in the host country to the SES, up to generation, etc.…”

Buscando tiempo y espacio para dar voz al alumnado en la comunidad educativa

“…Si bien cabría preguntarse si esta alineación coincidente tiene una amplia base causal, o se debe a una correlación con origen común, y por tanto no directamente relacionado con la información de que disponga el alumnado los resultados coinciden con otros estudios de rango similar (Jeynes, 2015;Kao, 2004). La propia autora ha publicado algunos estudios sobre el papel de las familias en los centros que corroboran en buena parte los resultados obtenidos y en especial detectan la escasa implicación del alumnado en la gestión del centro, la toma de decisiones y la participación en actos socioeducativos (Macia y Burriel, 2021).…”