Girls with a migrant cultural background: school experiences through self-narrative

Abstract

This contribution aims to undertake a critical reflection on the narratives of school experiences of a group of girls with a migrant cultural background, interviewed as part of a qualitative study conducted in Tuscany, with the purpose of analysing which educational processes can promote the inclusion and educational success of second generations. Through the students’ stories, an attempt will be made to trace the strengths and weaknesses that characterise their growth paths and to identify which factors and educational practices can favour the development of the skills they need to plan for their future and actively participate in the anthropological transformations that are affecting society on a global level.