Voices of children and parents from elsewhere: a glance at integration in Italian primary schools

This study involves 35 research participants: 20 immigrant parents (primarily mothers from South America, North Africa, Eastern Europe and the Middle East) and 15 primary school children, aged 10-11. These children were born outside Italy and primary school was their first encounter with the Italian...

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Bibliographic Details
Published in:International journal of inclusive education 2016-08, Vol.20 (8), p.816-827
Main Authors: Dusi, Paola, Steinbach, Marilyn
Format: Article
Language:English
Subjects:
Acculturation
Africa
Albania
Argentina
Brazil
Children
Cultural Differences
Ecology
Elementary School Students
Europe (East)
Foreign Countries
Grounded Theory
Identification
Immigrant children and families
Immigrants
Interviews
Italy
Middle East
Moldova
Morocco
Pakistan
Parent Attitudes
Parents
Parents & parenting
Peer Relationship
Phenomenology
Romania
School desegregation
Schools
Senegal
sense of belonging
socio-educational integration
South America
Student Adjustment
Student Attitudes
Student Experience
Subjectivity
Teacher Student Relationship
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Summary:This study involves 35 research participants: 20 immigrant parents (primarily mothers from South America, North Africa, Eastern Europe and the Middle East) and 15 primary school children, aged 10-11. These children were born outside Italy and primary school was their first encounter with the Italian educational system. We observed their processes of integration through their stories and those of their parents. Our investigation aims to identify factors that support or inhibit their school integration. We adopt an ecological research paradigm, proposing a vision of knowledge as rooted in natural life contexts, focusing on subjectivity. Analysis of the data led to identification of core categories concerning these families' experiences and their children's encounters with Italian schools. This paper focuses on the children's perspectives of their experiences with school.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2015.1111948