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

Authors

  • 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

Abstract

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.

References

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Published

2023-06-01

Issue

Vol. 1 (2023)

Section

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

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