Common ground: Mobilities and educational resources for inclusion of people with foreign background. Introduction


  • Antonello Scialdone Head of Civil Economy and Migration Processes Unit, National Institute for the Analysis of Public Policies, Rome, Italy
  • Riccardo Morri National President of the Italian Association of Geography Teachers, Rome, Italy


Last year our Journal reported (Morri, 2022) the launch of a scientific agreement between AIIG-Associazione Italiana Insegnanti di Geografia (Italian Association of Geography Teachers) and INAPP-Istituto Nazionale per l’Analisi delle Politiche Pubbliche (National Institute for the Analysis of Public Policies), which during the summer of 2022 made a 9- month deal to develop regional laboratories, training activities and dissemination products aimed at preventing and combating the risk of the educational dispersion of young people with migratory background1 (this agreement was based on a wider institutional agreement signed by INAPP and the Italian Ministry of Labour and Social Policies). Within this context of common interest, the two institutions involved in the scientific cooperation chose to select and collect in this thematic issue of J-READING some essays focused on the performance disadvantage of students of foreign origin and the search for mitigating solutions in an educational context. Both themes have in recent years been a relevant subject of research worldwide through crosscultural approaches (Volante et al., 2018); in international literature there is a growing number of studies concerning insights into the correlation between levels of inclusion and training success in different countries (Güngör and Perdu, 2017), surveys and comparative analyses of initiatives implemented to contain the risk of dropout of immigrant young people (Colombo, 2018), identification of tools and experiences for promoting school inclusion and support for educational success (Schachner et al., 2018) through the enhancement of citizenship education and intercultural mediation. The challenge at stake is the one that imagines a sort of diasporic education (Gholami, 2023), as requested by increasing flows of youth mobility. Thus, the general objective of this thematic issue of J-READING is to increase the availability of international data relating to students from migrant background, broaden the knowledge framework on integration effectively achieved in school/higher education systems and also take into account inclusion problems.


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Esteves M., “Citizenship Education–what Geography Teachers think on the subject and how they are involved?”, Procedia-Social and Behavioral Sciences, 191, 2015, pp. 447-451.

European Commission/EACEA/Eurydice, Integrating students from migrant backgrounds into schools in Europe: national policies and measures, Luxembourg, Publications Office of the European Union, 2019.

Gholami R., “Diasporic education in the mainstream school: creative pedagogies of belonging across time and space”, Educational Review, 2023, pp. 1-17.

Güngör D. and Perdu N., “Resilience and acculturative pathways underlying psychological well-being of immigrant youth”, International Journal of Intercultural Relations, 56, 2017, pp. 1-12.

Hou M., Cruz N., Glass C. and Lee S., “Transnational postgraduates: navigating academic trajectories in the globalized university”, International Studies in Sociology of Education, 30, 3, 2021, pp. 306-324.

Morri R., “Activities of analysis, education and territorial animation linked to objectives of prevention/countering of the risks of early school dropout in young people with a migratory background”, J-READING (Journal of Research and Didactics in Geography), 1, 11, 2022, pp. 89-90.

O’Connor S., “Encounter, interaction and the university: Producing practices of inclusion and exclusion of international students”, in Abebe T., Waters J. and Skelton T. (Eds.), Laboring and Learning, Singapore, Springer Nature, 2016, pp. 179-200.

Sarno E., “Geography and citizenship education: migrations and pathways of educational research”, Review of International Geographical Education Online (RIGEO), 1, 1, 2011, pp. 72-83.

Schachner M.K., Juang L., Moffitt U. and van de Vijer F., “Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background”, European Psychologist, 23, 1, 2018, pp. 44-56.

Scuola Democratica, Proceedings of the 2nd International Conference of the Journal Scuola Democratica “Reinventing Education”, vol. 2 (Learning with New Technologies, Equality and Inclusion, Rome), 2021.

Volante R., Klinger G. and Bilgili O. (Eds.), Immigrant Student Achievement and Education Policy, Cham, Springer, 2018.






Common ground (ed. by Antonello Scialdone, Riccardo Morri)