Remote education experiences in 2020 with recently arrived immigrant pupils: strengths and weaknesses

Abstract

In view of the impact of the COVID-19 crisis on educational processes, this article explores the use of remote education as an emergency solution in teaching practice with recently arrived immigrant pupils. The paper’s content builds upon the results of an empirical study undertaken at schools in Florence that used participatory and qualitative research methods in an intercultural perspective. In light of the functions that remote education served in the Italian education system in the 2019-20 school year, the paper aims to contribute to the reflection on pedagogical interventions in emergency contexts and to the development of relevant operational strategies by focusing on the strengths and weaknesses that emerged from the survey.