Race, Language, and Schooling in Italy’s Immigrant Policies, Public Discourses, and Pedagogies

Love, Stephanie V.; Varghese, Manka M.

doi:10.18251/ijme.v14i2.491

Cited by 7 publications

(4 citation statements)

References 32 publications

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“…However, without the proper tools to promote the approach, it "has turned out to be ambiguous when translated into practice" (Azzolini et al, 2019, p. 705). Love and Varghese (2012) share:…”

Section: The Overall Experiences Of Immigrant Studentsmentioning

confidence: 99%

Con Amore: Exploring How Italian School Leaders and Teachers Accommodate Immigrant Students

Di Puorto

2024

Proceedings of the 2024 AERA Annual Meeting

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In this study, I explored the perception of school leaders and teachers in a rural middle school in Southern Italy. For my conceptual framework, I pulled on three bodies of scholarship: intercultural education, the overall importance of school leaders, and teachers' attitudes towards immigrant students. I conducted a basic qualitative study using interviews, documents, and field notes as part of my data collection. I was interested in how school leaders and teachers attended to the increase of immigrant students in Italy. This study aimed at answering two significant questions. First, how did school leaders attend to the increase in immigrant students in a rural middle school in Southern Italy? The second question focused on the perceptions of Italian teachers in a rural middle school in Southern Italy on how they supported immigrant students.My findings highlighted how school leaders and teachers attempted to bring an inclusive approach within their middle school. They created an inclusion project as part of the schools' vision, which reflected intercultural education practices. In my findings, I displayed several components that positively contributed to immigrant students' overall experience. I also highlighted factors that hindered the school leaders' and teachers' vision for inclusion. This work contributes to the limited research on immigrant students in Southern Italy.

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Section: The Overall Experiences Of Immigrant Studentsmentioning

confidence: 99%

Con Amore: Exploring How Italian School Leaders and Teachers Accommodate Immigrant Students

Di Puorto

2024

Proceedings of the 2024 AERA Annual Meeting

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“…105 Another critical aspect of interculturalism in Italy was highlighted by Love and Varghese. 106 According to them, little space is generally dedicated to issues of racism in the schooling system, and in Italian society more broadly. Not only is intercultural education unable to address the lived experiences of xenophobia and racism in the ccontemporary anti-immigration political climate of Italy, but it also does not contextualize them as 'being rooted in a long history of race and linguistic based nationalism'.…”

Section: Between Intercultural Rhetoric and Ethnocentric Practicesmentioning

confidence: 99%

‘Reflections on Italy’s contemporary approaches to cultural diversity: The exclusion of the ‘Other’ from a supposed notion of ‘Italianness’

Armillei¹

2021

ANZJES

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For many years Italy has been described as a country of emigration. Only since the 1970s Italy has moved from being a net exporter of migrants to a net importer. Despite growing cultural and religious diversity, the implications of the pluralisation of the Italian society on national identity have been largely ignored. Italy has been recently described as a country without an established model of integration or pluralism.1 The so called ‘Italian way’ towards cultural diversity remained predominantly theoretical in character and not supported officially, in the sense of being incorporated into the nation’s history (as it is in Canada or Australia). The rise of ‘ethnonationalism’ and legacies of past colonialism contributed to create an institutional notion of supposed ‘Italianness’, which is based on the exclusion of the ‘Other’. During the Liberal and Fascist periods, colonialism was used to create and re-produce a strong sense of nationhood, re-composing the many internal divisions by racialising ‘otherness’ outside rather than inside the nation’s borders. This study suggests that, due to historical amnesia and a weak national identity, a similar logic is now informing the implementation of anti-immigration policies in Italy.

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“…Systems and institutions which claim, and appear to be, race neutral and equitable, such as education and training, actually reproduce racial inequality and uphold white privilege (Closson 2010). Such theories, whilst originating in the US, have started to be employed in European contexts to theorise a racism often neglected in national contexts which tend to focus more on citizenship or religion (Garner 2006;Eggers 2009;Love and Vanghese 2012). Indeed, Arndt (2009) writes of a European system of white privilege, shaped by a history of colonialism, but mostly unacknowledged and even denied due to the links between race hierarchies and Europe's Nazi past.…”

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confidence: 99%

“…Those without citizenship, both in the US and Europe, whatever their actual phenotype, tend to be classed as 'outside whiteness'. Identities such as Germanness, Italianness and Britishness tend in the main to be understood as white (Wollrad 2005;Love and Vanghese 2012;Chadderton 2013), even though people of all ethnic groups have passports from these countries. This is similar across Europe, where concepts of citizenship are tied to notions of race, both in popular understanding and legally.…”

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confidence: 99%

Refugees and access to vocational education and training across Europe: a case of protection of white privilege?

Chadderton

Edmonds

2014

Journal of Vocational Education & Training

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This small-scale, highly original study connects themes which are rarely explored in relation to each other, particularly in a European context: vocational education and training (VET), refugees and race equality, in order to explore how VET policies impact on racial equality, and the ways racial structures in Europe impact on VET. It begins to fill important gaps in cross-European research, firstly around VET and race, and secondly around refugees and VET. The paper is based on a study which examined the meso-social benefits of, and barriers to VET for adult refugees to European countries, commissioned by CEDEFOP, the agency funded by the European Commission to promote the development of VET in the European Union. In the paper we argue that a key factor in shaping refugees' experiences of VET, are the racial structures integral to capitalist societies. Innovatively drawing on key literature which analyses white privilege in the labour market to contextualise our findings, we suggest that barriers faced by refugees are potentially related to structures of white privilege which shape notions of work and workers in Europe and sustain racial hierarchies.

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Race, Language, and Schooling in Italy’s Immigrant Policies, Public Discourses, and Pedagogies

Cited by 7 publications

References 32 publications

Con Amore: Exploring How Italian School Leaders and Teachers Accommodate Immigrant Students

Con Amore: Exploring How Italian School Leaders and Teachers Accommodate Immigrant Students

‘Reflections on Italy’s contemporary approaches to cultural diversity: The exclusion of the ‘Other’ from a supposed notion of ‘Italianness’

Refugees and access to vocational education and training across Europe: a case of protection of white privilege?

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