Lows and Rules

INTERCULTURAL INTEGRATION

ISTITUTO “Pertini” CROTONE

INTERCULTURAL INTEGRATION

It li s h l m t s di l d Italian school promotes dialogue and confrontation among different

lcultures.Not just means adopting integration Not just means adopting integration strategies for migrated students but taking diversity as an opportunity to taking diversity as an opportunity to open the whole system to all differences (ethnic religions differences (ethnic, religions, cultural, social)


MAIN AREAS OF INTERVENTION

1. Actions for integration access to rightsg g

2. Actions for intercultural relationship integration to nativesg

3. Resources organization of the process


INTEGRATION STRATEGIESN E N E E

Welcoming students to school and

1) Welcome step:

Welcoming students to school and placing them in classes according to their age. Classes with immigrant ) ppredominance are avoided in order to get better integration.

2) Italian language Necessary for integration. You can’t feel part of a community if

learning:p y

you don’t understand or you aren’t understood.

3)Multilingualism: Including the languages spoken by the largest ethnic minorities

gthe largest ethnic minorities.ISTITUTO “Pertini” CROTONE

4)Relationship to i i t

- Choice of the school for their children

immigrant families under three

- Their involvement in the welcome step

three dimensions - Their active participation in school

activities

5)Relationship inside/outside

Helping the integration process and inside/outside school:

p g g pgetting all students to build up their knowledge (cohoperativw l rnin )learning)


6)Actions againts Defending human rights discrimination and prejudices:

(education, equal opportunities in life)

7) Intercultural Aiming to openness equality dimension of citizenship

Aiming to openness, equality, social cohesion.

8)Autonomy and network of schools,

i d

School integration is part of integration as a whole. School and

i k h k community and territory

society work together to make immigrants feel to belong to the communitycommunity.


Success in intercultural integration depends on leadership’s

9) The role of headteachers

integration depends on leadership s ability to promote attitudes based on openness and collective headteachers presponsability towards themes such as citizenship and social i iintegration.

C lt l di it i 10) The role of

teachers and

Cultural diversity requires teachers training to “read” the general school context under the teachers and

staffgeneral school context under the banner of diversity.


ITALIAN LAWSconcernig intercultural education and

immigrant student integrationg g

C.M. 8/9/1989n.301 Placement of migrated students in compulsory school classescompulsory school classes.

C.M.22/7/1990n.205 Compulsory schooling and migrated students. Intercultural education.

CNPI 24/3/1993 Racism and atisemitisn today: the role of school

C M 2/3/1994 n°73 Intercultural dialogue C.M. 2/3/1994 n 73 Intercultural dialogue

Act 40 6/3/1998 The formative value of linguistic and Act 40 6/3/1998 The formative value of linguistic and cultural differences


C.M. 155 2001 Funds given to the schools with more than 10% f mi t d st d ts10% of migrated students

C.M. 160/2001 Courses for migrated students and their familiesfamilies.

C.M. 24 1/3/2006 Guideline to integration of migrated st d tsstudents

C M 28 15/3/2007Particular attention to migrated students in h fi l i i b f h li l C.M. 28 15/3/2007 the final examination because of the little

knowledge of Italian language they have


Lows and Rules

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