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Amadasi, Sara (2015) Bambini in viaggio nel presente. Narrazioni di mobilitĂ  transnazionale a scuola. [Tesi di dottorato]

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Abstract (inglese)

In the last decade a meaningful number of children with a migration background has been included in Italian schools. In including these children, schools have faced major changes, including the activation of courses for learning Italian as a second language and the management of periods of absence of those children who have temporal return experiences to their – or their family's – countries of origin during the school year.
These trips represent both a relevant event for the school, introducing a break in the school system that reveals social changes of great interest to social sciences, and a relevant field of investigation in the study of children. This paper aims to address both these issues.
While the studies that refer to the more traditional developmental psychology interpret these transnational experiences as disadvantageous for the child and for his/her identity formation, recent migration studies tend to look at children's international mobility as a resource to acquire a special ability to move between different cultural identities and for the development of intercultural or multicultural identity.
In both cases, however, it is possible to recognize, on the one hand, a still dominant conception of the child as "in-developing subject", which builds an image of children as passive recipients of cultural and social influences and, on the other, an essentialist approach applied to the concepts of identity and culture.
In line with the epistemological break with the more traditional developmental psychology introduced by the new sociology of childhood and adopting a non-essentialist perspective, this PhD work, based on a one year research conducted in two Italian schools, will investigate the process through which children actively participate in the interaction and, therefore, in the generation of meanings related to their travel experiences and how the teachers for their part give meaning to these transnational mobility experiences involving students.
In particular, positioning theory, analysis of interactions and analysis of narratives, applied to data collected through audio-video recordings of interactions with children aged 7 to 15 and interviews with 19 teachers and a focus group conducted with some of them, will allow to observe narratives and interactional practices through which participants show their active participation in the construction of meanings related to transnational mobility as well as, more generally, in social processes.

Abstract (italiano)

Nell'ultimo decennio un significativo numero di bambini e bambine con background migratorio Ăš stato inserito nelle scuole italiane. L'inclusione di questi studenti ha portato la scuola a doversi confrontare con importanti cambiamenti, tra cui l'attivazione di corsi per l'apprendimento dell'italiano come seconda lingua e la gestione di periodi di assenza da parte di quei bambini che effettuano viaggi di ritorno al paese di nascita loro o dei loro genitori durante l'anno scolastico. Questi viaggi rappresentano sia un momento rilevante per la scuola, introducendo una rottura nel sistema scolastico che lascia intravedere cambiamenti sociali di grande interesse per le scienze sociali, sia un campo di indagine per lo studio dei bambini. Il presente lavoro si propone di affrontare entrambi questi temi.
Se da un lato gli studi che fanno riferimento alla piĂč tradizionale psicologia dello sviluppo interpretano questi viaggi come svantaggiosi per il bambino e per la sua formazione identitaria, dall'altro i recenti studi sulle migrazioni tendono a evidenziare la possibilitĂ  che il viaggio darebbe a questi soggetti di sviluppare una particolare capacitĂ  di movimento tra differenti identitĂ  culturali o di farsi portatori di identitĂ  interculturali o multiculturali.
In entrambi i casi tuttavia ù possibile riconoscere, da un lato, una concezione ancora dominante del bambino come “soggetto in divenire”, che costruisce un'immagine di quest'ultimo come passivo di fronte ad influenze culturali e sociali e, dall'altra, un approccio essenzialista applicato ai concetti di identità e cultura.
In linea con la rottura epistemologica introdotta dalla nuova sociologia dell'infanzia rispetto alla piĂč tradizionale psicologia dello sviluppo e adottando una prospettiva non-essenzialista, il presente lavoro, basato su una ricerca di un anno condotta in due scuole italiane, intende indagare il processo attraverso cui i bambini partecipano attivamente alla generazione di significati relativi alle loro esperienze di viaggio e come le insegnanti dal canto loro diano significato alla mobilitĂ  transnazionale che coinvolge gli studenti.
In particolare, la positioning theory, l'analisi delle interazioni e l'analisi delle narrazioni, applicate al materiale raccolto attraverso audio-video registrazioni di interazioni con bambini dai 7 ai 15 anni e interviste con 19 insegnanti e un focus group svolto con alcune di loro, consentiranno di osservare le narrazioni e le pratiche interazionali attraverso cui i partecipanti mostrano la loro partecipazione attiva non solo nella generazione di significati relativi al viaggio, ma, piĂč in generale, all'interno dei processi sociali.

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Tipo di EPrint:Tesi di dottorato
Relatore:Belotti, Valerio
Dottorato (corsi e scuole):Ciclo 27 > scuole 27 > SCIENZE SOCIALI: INTERAZIONI, COMUNICAZIONE, COSTRUZIONI CULTURALI
Data di deposito della tesi:29 Luglio 2015
Anno di Pubblicazione:30 Luglio 2015
Parole chiave (italiano / inglese):bambini, mobilitĂ  transnazionale, scuola, interazione, posizionamento, narrazioni. children, transnational mobility, school, interaction, positioning, narratives
Settori scientifico-disciplinari MIUR:Area 14 - Scienze politiche e sociali > SPS/08 Sociologia dei processi culturali e comunicativi
Struttura di riferimento:Dipartimenti > Dipartimento di Filosofia, Sociologia, Pedagogia e Psicologia Applicata
Codice ID:8899
Depositato il:25 Ago 2016 11:29
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