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ERIC Number: EJ986029
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: ERIC
Reference Count: 13
ISSN: ISSN-1467-5986
Between Intercultural and Critical Pedagogy: The Subtle Exclusion of Immigrant Students
Ventura, Michela
Intercultural Education, v23 n6 p555-565 2012
A large gap remains between Italian and immigrant student achievement in education, especially at the secondary school level. This gap between immigrant and Italian students increases as students progress in their educational careers. This can only partially be attributed to the fact that those attending secondary schools are newcomers and have a poor command of the Italian language. In this study, "school failure" is regarded as a multidimensional and complex process--rather than only a measurable result--in which many factors operate, both at the macro level--and at the micro level. Immigrant students seemed to personify the definition of secondary school failure. Only one of the immigrant students whom the author interviewed was studying in the academic track of a secondary school at the time of the study, while the majority of students were attending vocational schools. The findings paint a picture of a hierarchy among secondary schools, with the selective and prestigious and university-track "Licei" at the top, and the easier "problematic" vocational schools at the bottom. Three types of reactions or strategies emerged from the findings that characterized students, both Italian and immigrant students, when dealing with push factors that steered them toward school failure. The author briefly examines these strategies in more detail by differentiating three different types of reactions. (Contains 1 figure and 7 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy