The relationships between schools and the families of pupils coming from Arab countries in Europe. Focus on Italy, Germany, and Sweden

Titolo Rivista MONDI MIGRANTI
Autori/Curatori Sara Mazzei
Anno di pubblicazione 2023 Fascicolo 2023/3
Lingua Inglese Numero pagine 16 P. 99-114 Dimensione file 244 KB
DOI 10.3280/MM2023-003006
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit. Acquista Download Credits per scaricare questo Articolo in formato PDF

Anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

While the importance of the relationship between school and family in ensur-ing successful education is widely acknowledged, this recognition is not con-sistently mirrored in the educational practices of European schools. At times, this relationship is affected by the bias that pupils with migratory backgrounds come from families with limited educational backgrounds who need to bridge the gap to acquire the knowledge and culture of the host country. This paper aims to consider pupils coming from Arab countries as belonging to families who already possess an educational habitus, acquired in their home countries, which influences their interaction with schools in the host countries to some extent. The issue is dealt with starting from a Ph.D. research focusing on the educational experiences of Arabic-speaking pupils, parents, and teach-ers across Arab and European countries. Additionally, insights are drawn from the Erasmus Plus Project “ParentAble - dealing with parents of newly migrated pupils” that considers the experiences of families coming from Arab countries.

Sebbene l’importanza del rapporto tra scuola e famiglia per un’istruzione di successo sia ampiamente riconosciuta, questo riconoscimento non sempre si riflette nelle pratiche educative delle scuole europee. A volte la relazione è influenzata dal pregiudizio che gli alunni con background migratorio appar-tengano a famiglie senza formazione scolastica che hanno bisogno di colmare un divario per acquisire la conoscenza e la cultura del paese ospitante. In que-sto lavoro si intende considerare gli alunni provenienti dai Paesi arabi come appartenenti a famiglie con un habitus educativo, acquisito nei Paesi di origi-ne, da cui dipende in parte il modo in cui si rapportano alla scuola nei Paesi ospitanti. Il tema viene trattato a partire da una ricerca di dottorato sulle espe-rienze educative di alunni, genitori e insegnanti di lingua araba tra paesi arabi ed europei e dal pro-getto Erasmus plus ParentAble – che si occupa di genitori di alunni neo-immigrati e prende in considerazione le esperienze di famiglie provenienti dai paesi arabi.

Keywords:alunni Arabi rifugiati; relazioni scuola-famiglia; background educativo; habitus educativo; interazione socio-culturale.

  1. Bordalba M.M. and Manzanares F.B. (2021). Foreign families and schools. Innovative strategies for improving the family-school relationship. Edicions de la Universitat de Lleida;
  2. Bourdieu P. and Passeron J.C. (1970). La reproduction. Eléments pour une théorie du systeme d’enseignement. Paris: Les Editions de Minuit.
  3. Bray M., Mazawi A.E. and Sultana R.G., eds. (2012). Private Tuition across the Mediterranean Region: Power Dynamics and Implications for Learning and Equity. Rotterdam: Sense Publishers.
  4. Breckner R. and Massari M., eds. (2019). Biography and society. In: Rassegna Italiana di Sociologia, 1/2019; DOI: 10.1423/93557
  5. Bunar N. (2017). Migration and Education in Sweden: Integration of Migrants in the Swedish School Education and Higher Education Systems. NESET II ad hoc question No. 3/2017. Stockholm University.
  6. Burgio G. (2015). Sul travaglio dell’intercultura. Manifesto per una pedagogia Postcoloniale. Studi sulla formazione, 2: 103-124. Firenze University Press.
  7. Catarci M., ed. (2015). Intercultural Education in the European Context: Theories, Experiences, Challenges. Taylor and Francis: Kindle Edition.
  8. Cicciarelli E., ed. (2019). Scuola e famiglie immigrate: un incontro possibile. Milano: Fondazione Ismu.
  9. Crul et al. (2019). How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey. In Comparative Migration Studies, 7:10;
  10. Cummins J. (2015). The Social Construction of Identities. Reflections on 21st Century Education in Light of the Charlie Hebdo Slaughter. In: Education as Social Construction: Contributions to Theory, Research and Practice. Taos Institute Publications/World Share Books. Chagrin Falls: Ohio USA E-Book Format.
  11. Erben M., ed. (1998). Biography and Education. A reader. London: Falmer Press.
  12. Ennaji M. (2005). Multilingualism, cultural identity, and education in Morocco. Springer Science + Business Media. N.Y. U.S.A.
  13. Fiorucci M. (2011). Gli altri siamo noi. La formazione interculturale degli operatori dell’educazione. Armando Editore: Roma.
  14. Granata A., Mejri O. e Rizzi F. (2015). Non è solo questione di cultura. Fattori di ostacolo e risorsa nella relazione famiglia – scuola dell’infanzia. Rivista Italiana di Educazione Familiare, 1: 77-91.
  15. Hammoudi A. (1997). Master and Disciple. The cultural foundations of Moroccan authoritarianism. The University of Chicago Press.
  16. Heinrich M. (2015). Metamorphoses of pedagogical autonomy in German school reforms: continuities, discontinuities and synchronicities illustrated by empirical studies on school development planning, school profiling and school inspection. Nordic Journal of Studies in Educational Policy, 2;
  17. Immerfall S. and Pugliese R.R., eds. (2020). Integration vor Ort / L’integrazione sul posto. Verlag Dr. Roland Schmiedel GmbH & Co. KG: Stuttgart.
  18. Jacob C. and Gardelle L., eds. by (2020). Schools and National Identities in French-speaking Africa: Political Choices, Means of Transmission and Appropriation. London: Routledge.
  19. Kirdar S., ed. (2017). Education in the Arab world. Bloomsbury Academic.
  20. Landis J.M. (2003). Islamic Education in Syria: Undoing Secularism. In: Doumato E. and Starrett G., cured by, Teaching Islam: Textbooks and Religion in the Middle East. London & Boulder: Lynne Rienner Publishers.
  21. Memmi A. (2002). Portrait du colonisé précédé de Portrait du colonisateur. Gallimard: Paris.
  22. Mühe N. (2012). Tolerance-Discourses in Germany. How Muslims are constructed as national others. European University Institute - Robert Schuman Centre for Advanced Studies – Italy. www.accept-pluralism.eu; www.eui.eu/RSCAS/
  23. Nussbaum M. (2010). Not for Profit: Why Democracy Needs the Humanities. Princeton University Press: Princeton.
  24. Obradović J., Sulik M.J. and Shaffer A. (2021). Learning to let go: Parental over-engagement predicts poorer self-regulation in kindergartners. Journal of Family Psychology, 35, 8: 1160-1170;
  25. Stock M., cured by (2022a). PARENTable. Communicating with parents of newly migrated children. A training booklet for educators, parents and mediators. University of Education Schwäbisch Gmünd; -- https://www.parent-able.com/_files/ugd/02ada3_7039c9bdc0a24337b69f02666f2c40d6.pdf (23/05/2023).
  26. Stock M., cured by (2022b). PARENTABLE. Communication between newly migrated parents and school educators in Europe. INTERESTING PRACTICES AND INSIGHTS FROM GERMANY, ITALY, SWEDEN, AND TURKEY. University of Education Schwäbisch Gmünd; 02ada3_38b21ebb8e3342c6b33beed15b 88584d. pdf (parent-able.com) (23/05/2023).
  27. Sultana R.G. (2001). Syria’s Global Education Initiative. In: Challenge and Change in the Euro-Mediterranean Region: Case Studies in Educational Innovation (pp. 389-409). Peter Lang Publishing Inc.
  28. Trombetta L. (2013). Siria. Dagli ottoman agliAsad. E oltre. Milano: Mondadori Ed.
  29. UNHCR (2021). -- https://www.unhcr.org/data.html
  30. Watzlawick P., a cura di (1988). La realtà inventata. Milano: Feltrinelli.
  31. Zoletto D. (2016). La prospettiva teorica postcoloniale alla prova dei banchi di scuola italiani. FROM THE EUROPEAN SOUTH, 1: 43-49; http://europeansouth.postcolonialitalia.it

Sara Mazzei, The relationships between schools and the families of pupils coming from Arab countries in Europe. Focus on Italy, Germany, and Sweden in "MONDI MIGRANTI" 3/2023, pp 99-114, DOI: 10.3280/MM2023-003006