A legal review of italian model of intercultural education

• Author: Serena Sani - Luca Refrigeri
• Position: Department of Humanities, Social Sciences and Education University of Molise - Department of Humanities, Social Sciences and Education University of Molise
• Pages: 134-141

AGORA International Journal of Juridical Sciences, http://univagora.ro/jour/index.php/aijjs

ISSN 1843-570X, E-ISSN 2067-7677 No. 2 (2017), pp. 134-141

A LEGAL REVIEW OF ITALIAN MODEL OF INTERCULTURAL

EDUCATION

S. SERENA, L. REFRIGERI

Sani Serena

Department of Humanities, Social Sciences and Education

University of Molise

serena.sani@unimol.it

Refrigeri Luca

Department of Humanities, Social Sciences and Education

University of Molise

luca.refrigeri@unimol.it

ABSTRACT

The aim of this work is to repeat in another european scientific context an overview of

intercultural education in Italian school starting from the legal perspectives. Unlike Italy,

in many European countries, since the middle of the 900, the issue of interculturality, in

field of education, has become a real emergency. In this perspective, the Council of

Europe and UNESCO, in the Eighties of the last century, have focused their attention on

this issue by adopting various pronouncements and recommendations. In Italy, however,

the National Council of Education (CNPI) has ruled in favor of intercultural education

much later – by means of different standards and ministerial circulars that have treated

this issue explicitly – and only recently has defined a national model of intercultural

integration in the school. The Molise, as region with special characteristics, is trying to

find its own model of integration through a research called Plism entrusted by the Region

at the University of Molise.

KEYWORDS: EDUCATION, INTERCULTURALITY, INTEGRATION, ITALY.

INTRODUCTION

As already mentioned in other scientific contexts the significant presence of foreign

students in Italian schools is, undoubtedly, a clear challenge to the educational institutions

of our country, as they have to face the need to develop appropriate educational strategies

designed to respond effectively to the needs of a social reality that, over the years, has

undergone profound structural changes, until it assumed an increasingly multiethnic and