Both in Europe and in North America, teacher education plays a key role in guaranteeing an inclusive school for all and, in particular, is crucial for preparing teachers working with diverse students. However, because of the lack of consistent empirical research in this field, the elements that qualify an effective initial training for teachers working in such contexts are not clear. The prevailing intercultural competence approach is criticized here. Although this approach is, to some extent, very promising for re-envisioning traditional teaching methods, I argue that using a competence model as an a priori framework is less effective in teacher education for handling diversity. Attempting to find a different answer to this question, I will report the results of a critical ethnographic study carried out in Los Angeles focusing on preservice training programs for teachers working in urban schools. Then, I will highlight some practical outcomes I used for designing an in-service training course for teacher...

Building an ‘intercultural ethos’ in teacher education

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Massimiliano Tarozzi, Che cos'è la Grounded Theory

La orientacion de los procesos de transicion dentro del sistema educativo es una labor esencial para ayudar a los estudiantes en su transcurrir academico y sociolaboral. Cuando se trata de alumnado inmigrante, esa tarea adquiere aun mayor importanci

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Orientar las transiciones del alumnado inmigrante: más que un reto multiprofesional

This article examines the theoretical implications associated with the study of the phenomenon of early school leaving amongst foreign-born students. Its aim to provide an overview of a theoretical framework able to describe and capture the different factors involved in this complex problem. This paper begins with a description of the phenomenon of early school leaving amongst foreign-born students, while the second part the article outlines the theoretical framework underlying the study of school dropout, according to a systemic and bioecological perspective of development. Here, different dimensions are analyzed, referring in particular to the ecological model as proposed by Bronfenbrenner (1995): time, interactional, personal, social and cultural dimensions are discussed. Drawing on a systemic, multifactorial, analytical approach, this reflection deepens the understanding of how different factors influence the academic pathways of foreign-born students, causing irregularity in the course of their studies and raising the risk of leaving school early.

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The Bioecological Model as a Perspective to Interpret Foreign-born Students' Early School Leaving: a Multifactorial Approach

This article analyses the most significant legislation so far enacted to protect the right-duty to education and then goes on to present some measures to support the academic success of migrant origin students, highlighting the most critical areas and the urgent need to create a vision of education with a clear political dimension and an effective ius scholae.

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Il fallimento delle prescritte soluzioni: un approccio critico all’insuccesso scolastico dei minori di origine migrante in Italia

Italy, traditionally the site of large-scale emigration, started to experience significant immigration in the 1990s. During the 2010–2011 school year, 7.9% of the student population could be labele...

Michela Ventura

Papers

Between intercultural and critical pedagogy: the subtle exclusion of immigrant students