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Pestalozzi gypsy
- 1. Gypsy children andthe Italian school system Cinzia Colaiuda Ministry of Education Rome
- 2. Can gypsies beintegrated in Italy? Cinzia Colaiuda Ministry of Education Rome
- 3. Can gypsy childrenbe 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 area 2. Presence of regional/local institutions and/or communities • School level: school autonomy in Italy • Class level: the role of teachers Cinzia Colaiuda Ministry of Education Rome
- 4. Schooling of gypsiesin 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. Cinzia Colaiuda Ministry of Education Rome
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- 6. Languages of schoolingand 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 (AIE ) 2 • 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) Cinzia Colaiuda Ministry of Education Rome
- 7. 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 Cinzia Colaiuda Ministry of Education Rome
- 8. Schooling of gypsychildren 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 Cinzia Colaiuda Ministry of Education Rome
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