The paper aims to explore the effects of multicultural landscape within schools on the implementation of an effective pluralism, as required by the presence of a multi-ethnic and multi-religious demand. The issue is not new for Italy but until the nineties diversities in schooling were represented mainly by students with handicaps. The paper focuses on cultural attitudes towards immigrant pupils underlining how the cultural/cognitive pluralism hasn’t been recognized not withstanding the “institutional” pluralism displayed. A 3-years long regional study in the most multicultural area of Italy (Lombardia) makes evident: 1) teachers operating in mixed schools are aware that embedding the newcomers in our society is their proper task; 2) they devote all personal resources and feel “prepared” enough to the challenge. 3) they develop few professional skills to be more efficient and pluralistic, and 4) perceive a sense of discomfort when they think to end results of immigrants inclusion in both school and society.
Working in mixed classrooms: teachers’ reactions and new challenges for pluralism
Colombo M. (2013) "Working in mixed classrooms: teachers’ reactions and new challenges for pluralism " Italian Journal of Sociology of Education, 5(2), 17-45. DOI: 10.14658/PUPJ-IJSE-2013-2-2
Year of Publication
Italian Journal of Sociology of Education
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