The research program consider the acculturation phenomenon dealing with it, thanks to an integrated pedagogical, sociological and psychosocial perspective, both from the point of view of second generation immigrants in their adolescence age who are integrated in the school system, and from the point of view of teachers, recognized to be significant actors in the receiving society. The formative and educative value takes its place on the front of pedagogical reflexivity/reflection on intercultural issues. In order to measure the acculturation strategies adopted by the second generation immigrant students as well as the acculturation orientations chose by the host society as a result of the tested contact in the scholastic context, several adapted version of the Immigration Acculturation Scale (IAS) and of the Host Community Acculturation Scale (HCAS) were used. These two measure instruments were elaborated by Bourhis & Bougie (1998) and by Bourhis and Barrette (2004), basing on the Interactive Acculturation Model – IAM thought by Bourhis, Moïse, Perreault, & Senecal (1997). In the first part a survey of the main results of Italian and international scientific research, both theoretical and empirical, on the subject of acculturation. The second part, starting from presenting the process which led to the formulation of objectives and explored hypothesis, illustrate methodologies, survey techniques and the criterions adopted in order to analyse results, to process data and to adapt IAS and HCAS scales, from the IAM model, to the Italian school context. In the third part the cultural scenario of reference for identity and acculturation processes is outlined, through an intercultural perspective and an in-depth study on second generation of teenager immigrants, integrated in the school and social context. In the fourth part the characteristics and the particularities of the migration phenomenon in the territorial context are presented. We will proceed to verify the research hypothesis, the results and the emerged tendencies. Starting from a transversal comparison of descriptive analysis of the two studies, we will theorize the results dealing with the acculturation strategies of second generation immigrant students and the orientations expressed by teachers. We will analyse the migration experiences of students, particularly girls. Finally we will propose a reflection about virtuous resonance between acculturation and education in order to determine a possible paradigm of intercultural education. In the last part we will document the bibliographical references and the investigation instruments which were used.

Acculturazione e formazione scolastica: strategie e processi di acculturazione delle seconde generazioni di migranti nella scuola secondaria superiore / Lazzari, Francesca. - (2010 May 07).

Acculturazione e formazione scolastica: strategie e processi di acculturazione delle seconde generazioni di migranti nella scuola secondaria superiore

Lazzari, Francesca
2010-05-07

Abstract

The research program consider the acculturation phenomenon dealing with it, thanks to an integrated pedagogical, sociological and psychosocial perspective, both from the point of view of second generation immigrants in their adolescence age who are integrated in the school system, and from the point of view of teachers, recognized to be significant actors in the receiving society. The formative and educative value takes its place on the front of pedagogical reflexivity/reflection on intercultural issues. In order to measure the acculturation strategies adopted by the second generation immigrant students as well as the acculturation orientations chose by the host society as a result of the tested contact in the scholastic context, several adapted version of the Immigration Acculturation Scale (IAS) and of the Host Community Acculturation Scale (HCAS) were used. These two measure instruments were elaborated by Bourhis & Bougie (1998) and by Bourhis and Barrette (2004), basing on the Interactive Acculturation Model – IAM thought by Bourhis, Moïse, Perreault, & Senecal (1997). In the first part a survey of the main results of Italian and international scientific research, both theoretical and empirical, on the subject of acculturation. The second part, starting from presenting the process which led to the formulation of objectives and explored hypothesis, illustrate methodologies, survey techniques and the criterions adopted in order to analyse results, to process data and to adapt IAS and HCAS scales, from the IAM model, to the Italian school context. In the third part the cultural scenario of reference for identity and acculturation processes is outlined, through an intercultural perspective and an in-depth study on second generation of teenager immigrants, integrated in the school and social context. In the fourth part the characteristics and the particularities of the migration phenomenon in the territorial context are presented. We will proceed to verify the research hypothesis, the results and the emerged tendencies. Starting from a transversal comparison of descriptive analysis of the two studies, we will theorize the results dealing with the acculturation strategies of second generation immigrant students and the orientations expressed by teachers. We will analyse the migration experiences of students, particularly girls. Finally we will propose a reflection about virtuous resonance between acculturation and education in order to determine a possible paradigm of intercultural education. In the last part we will document the bibliographical references and the investigation instruments which were used.
7-mag-2010
22
Scienze della cognizione e della formazione
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10579/1023
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