Lows and Rules
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Transcript of Lows and Rules
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)
ISTITUTO “Pertini” CROTONE
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
ISTITUTO “Pertini” CROTONE
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)
ISTITUTO “Pertini” CROTONE
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.
ISTITUTO “Pertini” CROTONE
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.
ISTITUTO “Pertini” CROTONE
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
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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
ISTITUTO “Pertini” CROTONE