Pestalozzi gypsy

Gypsy children and the Italian school system

Cinzia Colaiuda Ministry of Education

Rome

Can gypsies be integrated in Italy?


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Can gypsy children be integrated in the Italian school system?

• Decisions at European level

• Political trends at national level

• Local level: 1. Social, economical and cultural context of each

geographical area2. Presence of regional/local institutions and/or communities

• School level: school autonomy in Italy

• Class level: the role of teachers


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Schooling of gypsies in Italy• 1963: several ministerial resolutions provided general directives for

the schooling of gypsy children. The introduction of “special classes” («lacio drom») became official.

• 1982 – 1986: period of transition: from a “special classes” to a “normal classes” approach. Schools with gypsy children could count on additional personnel.

• From 1986 onwards: • Schooling was made compulsory for all Roma children• Special projects were instituted by Ministerial circulars at national level. • The presence of gypsy children was and is now considered to be an integral

part of the everyday reality in Italian schools. • Increase of teaching staff only in those cases where real learning difficulties

were detected. • From 1990 onwards: intercultural elements addressing primarily

immigrants have been gradually introduced (intercultural pedagogy). This means that gypsy children are considered as “foreign pupils” by the Italian law and they have the same rights of all other pupils.


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Languages of schooling and plurilingual and intercultural education (CoE)

Plurilingualism: • integrated language learning (CARAP/FREPA1): plurilingual competence• European linguistic diversity as a positive value

Intercultural education: • intercultural communication and acceptance of cultural differences • equality of opportunity for personal development, education, employment,

mobility, access to information and cultural enrichment• analisys of intercultural encounters (AIE2)

• 1 CARAP/FREPA: A framework of Refrence for pluralistic approaches to languages and cultures (http://carap.ecml.at/)• 2 Autobiography of Intercultural Encounters (http://www.coe.int/t/dg4/autobiography/default_EN.asp)


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Initiatives for Romani

• “Curriculum Framework for Romani” (CFR)1

• Two European Language Portfolio models (for age groups 6-11 and 11-16) accompanied by a Handbook for teachers

Recommendations to member states on policies for Roma and/or Travellers in Europe

1 http://www.coe.int/t/dg4/linguistic/Romani_doc_EN.asp


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Schooling of gypsy children through new forms of integration

• Pluralingualism

• Intercultural education (integration VS cultural assimilation)

• ICT and virtual mobility as a way to contrast poverty and social exclusion


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Thank you!

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Pestalozzi gypsy

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