Towards intercultural pedagogy at school: between need and reality
DOI:
https://doi.org/10.7346/sird-022024-p58Keywords:
Intercultural pedagogy, intercultural sensitivity, inequality, ricerca in educazioneAbstract
The rethinking of the Italian school from an intercultural perspective should go through profound attention to the student's opinions. It is fundamental to consider the opinions of students regarding their own experience of school, understand if the school succeeds in promoting an anti-racist idea, and if it can involve them in activities that stimulate the comprehension of others' points of view, as well as the development of their critical thinking. This contribution aims to reflect on these issues starting from some data emerging from my doctoral research project, a mixed methods correlational and qualitative study on the intercultural sensitivity of high school students in Italy (n:138). The study has tried to explore and measure the intercultural sensitivity according to Bennett's model (DMIS) of students and the correlations with the identified variables. In this contribution, some results of the analysis of the students' opinions collected by using the new Intercultural Sensitivity Questionnaire for Italian Schools (ISQIS) and guided discussions group held with 4 out of the 7 classes (n:88) will be presented. Finally, the article proposes a reflection arising from group discussions where a need for exchange and dialogue with people from different cultural backgrounds emerged, a need that seems to be in contrast to the current widespread phenomenon of school segregation and the “white flight” phenomenon.
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