EVOLUTION IN THE CONSTRUCTS OF INTEGRATION AND INCLUSION IN ITALY AMONG MIGRANT MOTHERS AND CHILDREN: A STUDY BASED ON DIGITAL TOOLS
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Published:
Nov 6, 2020
Keywords:
Social Integration, Social Inclusion, Digital Tools, Educational Technology, Technology Enhanced Learning (TEL)
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Abstract
This eleven-year research study analysed changing perceptions of integration and inclusion among migrant mothers and their children in Italy. Changes were measured between two different times/years: (T1-2006) and (T2-2017). During the research activities, we used several digital tools: an interactive whiteboard (IWB); the OperaVOX app, which allows measurement of vocal prosody directly from the other category of tools employed, namely i-devices, and tablets. The results show positive evolution between 2006 and 2017. Data from 2017 demonstrate development of a cultural identity that alternates between the values, ideals and language of the heritage culture and those of the adopted country.
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Articles - Special Issue
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References
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Kim, S. Y., Schwartz, S. J., Perreira, K. M., & Juang, L. P. (2018). Culture’s influence on stressors parental socialization and development processes in mental health of children of migrants. Annual Rewiew of Clinical Psychology, 14, 343-370. doi: 10.1146/annurev-clinpsy-050817-084925
Lavis, V. (2010). Multiple researcher identities: Highlighting tensions and implications for ethical practice in qualitative interviewing. Qualitative Research in Psychology, 7(4), 316-331. doi:10.1080/14780880902929506
Maltese, A., Pepi, A., & Scifo, L. (2012). The relationship between inferential processing and text processing: a developmental study. Problem of Psychology, 22(2), 285-300.
MIUR (2014). Linee Guida per l’accoglienza e l’integrazione degli alunni stranieri. Retrieved from https://www.miur.gov.it/documents/20182/2223566/linee_guida_integrazione_alunni_stranieri.pdf/5e41fc48-3c68-2a17-ae75-1b5da6a55667?t=1564667201890
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Moskal, M. (2017). Visual methods in research with migrant and refugee children. In P. Liamputtong (Ed.), Handbook of Research Methods in Health Social Sciences. Singapore: Springer. doi: 10.1007/978-981-10-2779-6_42-1
Murray, K. E. (2017). A cross- cultural evaluation of ethnic identity exploration and commitment. Jell Coll Stud Dev, 58(3), 315-332. doi:10.1353/csd.2017.0025
Oliveira, K., & Wechsler, S. M. (2016). Indicadores de criatividade no desenho da figura humana. Psicologia: Ciència e Profissao, 36(1), 6-19. doi: 10.1590/1982-3703001682014
Pieloch, K. A., Marks, A. K., & Gargìa Coll, C. (2016). A person-centered exploration of children of migrants’ social experiences and their school-based well-being. Applied Developmental Science, 22(2), 110-124. doi:10.1080/10888691.2016.1225500
Potter, J., & Hepburn, A. (2005). Qualitative interviews in psychology: problems and possibilities. Qualitative Research in Psychology, 2(4), 281-307. doi: 10.1191/1478088705qp045oa
Roccella, M. (2008). Neuropsichiatria Infantile. Padova, IT: Piccin.
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Yuan, T., & Jiang, H. (2018). Culturally Responsive Teaching for Children from Low-Income, Migrant Families. Young Exceptional Children, 22(3), 150-161. doi: 10.1177/1096250618756897
Zanfrini, L. (2007). Sociologia delle migrazioni. Roma-Bari, IT: Laterza.
Zhang, J., Dennis, J. M., & Houseman, C. (2018). The role of family and community bicultural socialization in the bilingual proficiency of migrant young adults. International Journal of Intercultural Relations, 67, 44-57. doi: 10.1016/j.ijintrel.2018.09.003
Zust, B. L., & Moline, K. (2003). Identifying underserved ethnic populations within a community: the first step in eliminating health care disparities among racial and ethnic minorities. Journal of Transcultural Nursing, 14(1), 66-74.
Berry, J. W. (1992). Acculturation and adaptation in a new society. International Migration, 30, 69-85. doi: 10.1111/j.1468-2435.1992.tb00776.x
Bertaux, D., & Bichi, R. (2008). Racconti di vita. La prospettiva etnosociologica. Milano, IT: Franco Angeli.
Branch, A.J. (2020). Promoting ethnic identity development while teaching subject matter content: A model ethnic identity exploration in education. Teaching and Teacher Education, 87, 1-11. doi: 10.1016/j.tate.2019.102918
Campbell, C., & Bond, T. (2017). Investigation young children’s human figure drawings using Rasch analysis. Educational Pssychology, 37(7), 888-906. doi:10.1080/01443410.2017.1287882
Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34(3), 329–45. doi:10.1080/01411920701532269
Compton-Lilly, C., Papoi, K., & Venegas, P. (2017). Intersectional identity negotiation: The case of young migrant children. Journal of Literacy Research, 49(1), 115-140. doi:10.1177/1086296X16683421
Cowden, J.D., & Kreisler, K. (2016). Development in children of migrant families. Pediatric Clinics of Nord America, 63(5), 775-793. doi: 10.1016/j.pcl.2016.06.005
Cremaschi, S., & Alberini, E. (2009). La seconda generazione di migranti. Medico e Bambino, 28(4), 265-269. Retrieved from https://www.medicoebambino.com/index.php?id=0904_265.pdf_c
Cronin, A., Gross, J., & Hayne, H. (2017). The effect of instruction on children’s human figure drawing (HFD) tests: Implications for measurement. Psychology of Aesthetics, Creativity, and the Arts, 11(2), 179–186. doi: 10.1037/aca0000097
Dicks, B., Soyinka, B., & Coffey, A. (2006). Multimodal ethnography. Qualitative Research, 6(1), 77–96. doi: 10.1177/1468794106058876
Fantauzzo, G., & Roccella, M. (2008). Acquisizione e sviluppo del linguaggio nel bambino bilingue. Aspetti dell’apprendimento linguistico in una prospettiva interculturale e plurilingue. Palermo, IT: Carbone.
Favaro, G. (2004). Insegnare l’italiano agli alunni stranieri. Firenze, IT: La Nuova Italia.
Favaro, G. (2012). Parole, lingue e alfabeti nella classe multiculturale. Italiano LinguaDue, 4(1), 251-262. doi: 10.13130/2037-3597/2283
Favaro, G. (2013a). Il bilinguismo disegnato. Italiano LinguaDue, 5(1), 114-127. doi:10.13130/2037-3597/3123
Favaro, G. (2013b). Scritture e migrazioni. Italiano LinguaDue, 5(2), 28-39. doi:10.13130/2037-3597/3747
Favaro, G. (2013c). Racconti di scuola. idee, buone pratiche, strumenti nella scuola multiculturale. Italiano LinguaDue, 5(2), 226-229. doi:10.13130/2037-3597/3760
Fulantelli, G., & Pipitone, V. (2017). Ripensare la formazione in un contesto di migrazione forzata. Italian Journal of Educational Technology, 25(1), 6-17. doi: 10.17471/2499-4324/914
Fulantelli, G., Pipitone, V., Taibi, D., Todaro, G., Arrigo, A., & La Guardia, D. (2018). Le tecnologie digitali per rispondere ai bisogni formativi dei migranti forzati. In G. Adorni, M. Cicognani, F. Koceva, & G. Mastronardi (Eds.), Convegno Nazionale Didamatica 2018, “Nuovi metodi e saperi per formare all’innovazione”, Cesena, Italia, 19-20 aprile 2018 (pp. 313-322). Retrieved from https://www.aicanet.it/didamatica2018/atti-2018
Golomb, C. (2003). The child's creation of a pictorial world. New York, NY, US: Psychology Press. doi: 10.4324/9781410609250
Gonzalez-Monteagudo, J. (2018). Metodologie narrative per le storie di vita dei minori immigrati. L’education interculturelle. In S. Ulivieri (Ed.), Ragazze e ragazzi stranieri a scuola. Intercultura, istruzione e progetto di vita in Europa e in Toscana. Pisa, IT: Edizioni ETS.
Grinberg, L., & Grinberg, R. (1990). Psicoanalisi dell’emigrazione e dell’esilio. Milano, IT: Franco Angeli.
Harris, Dale B. (Ed.) (1963). Goodenough-Harris Drawing Test Manual. New York, NY, US: Harcourt, Brace and World.
Hernández-León, R., Lakhani, S. M., & Zúñiga, V. (2017). From children of immigrants to migrant children: Diverse experiences in new places of settlement and the ‘Homeland’. In American Academy of Arts and Sciences Conference (Cambridge, MA, April 19-21, 2017), Children of Immigrants in New Places of Settlement. Retrieved from https://cmd.princeton.edu/enduring-interest/children-immigrants-new-places-settlement
Hughs, O. P., & Alexander, A. (n.d). Developing OperaVOX – the On PErson Rapid vOice eXaminer app. Retrieved from https://oxfordwaveresearch.com/papers/ENTND13_Hughes__Alexander.pdf
Jaramillo, J. M., Rendon, M. I., Munoz, L.,Weis, M., & Trommsdorff, G. (2017, June 6). Children’s self-regulation in cultural contexts: The role of parental socialization theories, goals, and practices. Frontiers in Psychology, 8. doi: 10.3389/fpsyg.2017.00923
Kim, S. Y., Schwartz, S. J., Perreira, K. M., & Juang, L. P. (2018). Culture’s influence on stressors parental socialization and development processes in mental health of children of migrants. Annual Rewiew of Clinical Psychology, 14, 343-370. doi: 10.1146/annurev-clinpsy-050817-084925
Lavis, V. (2010). Multiple researcher identities: Highlighting tensions and implications for ethical practice in qualitative interviewing. Qualitative Research in Psychology, 7(4), 316-331. doi:10.1080/14780880902929506
Maltese, A., Pepi, A., & Scifo, L. (2012). The relationship between inferential processing and text processing: a developmental study. Problem of Psychology, 22(2), 285-300.
MIUR (2014). Linee Guida per l’accoglienza e l’integrazione degli alunni stranieri. Retrieved from https://www.miur.gov.it/documents/20182/2223566/linee_guida_integrazione_alunni_stranieri.pdf/5e41fc48-3c68-2a17-ae75-1b5da6a55667?t=1564667201890
Mladovsky, P. (2009). A framework for analysing migrant health policies in Europe. Health Policy, 93(1), 55-63. doi: 10.1016/j.healthpol.2009.05.015
Moskal, M. (2017). Visual methods in research with migrant and refugee children. In P. Liamputtong (Ed.), Handbook of Research Methods in Health Social Sciences. Singapore: Springer. doi: 10.1007/978-981-10-2779-6_42-1
Murray, K. E. (2017). A cross- cultural evaluation of ethnic identity exploration and commitment. Jell Coll Stud Dev, 58(3), 315-332. doi:10.1353/csd.2017.0025
Oliveira, K., & Wechsler, S. M. (2016). Indicadores de criatividade no desenho da figura humana. Psicologia: Ciència e Profissao, 36(1), 6-19. doi: 10.1590/1982-3703001682014
Pieloch, K. A., Marks, A. K., & Gargìa Coll, C. (2016). A person-centered exploration of children of migrants’ social experiences and their school-based well-being. Applied Developmental Science, 22(2), 110-124. doi:10.1080/10888691.2016.1225500
Potter, J., & Hepburn, A. (2005). Qualitative interviews in psychology: problems and possibilities. Qualitative Research in Psychology, 2(4), 281-307. doi: 10.1191/1478088705qp045oa
Roccella, M. (2008). Neuropsichiatria Infantile. Padova, IT: Piccin.
Rousseau, C., & Heusch, N. (2011). The trip: A creative expression project for refugee and migrant children. Journal of the American Art Therapy Association, 17(1), 31-40. doi:10.1080/07421656.2000.10129434
Stan, I. (2020). Io e l’altro (io) tra bilinguismo, biculturalismo e identità culturale del Sè “rappato” di seconda generazione. Altre Modernità, 312-332. doi:10.13130/2035-7680/12980
Trobia, A. (2005). La ricerca sociale quali-quantitativa. Milano, IT: Franco Angeli
UNICEF (2005). Child Poverty in Rich Countries. The proportion of children living in poverty has risen in a majority of the world’s developed economies [Report Card No.6]. Retrieved from https://www.unicef-irc.org/publications/pdf/repcard6e.pdf
UNICEF (2008). The childcare transition. A league table of early childhood education and care in economically advanced countries [Report Card No.8]. Retrieved from https://www.unicef-irc.org/publications/507-the-child-care-transition-a-league-table-of-early-childhood-education-and-care-in.html
Yuan, T., & Jiang, H. (2018). Culturally Responsive Teaching for Children from Low-Income, Migrant Families. Young Exceptional Children, 22(3), 150-161. doi: 10.1177/1096250618756897
Zanfrini, L. (2007). Sociologia delle migrazioni. Roma-Bari, IT: Laterza.
Zhang, J., Dennis, J. M., & Houseman, C. (2018). The role of family and community bicultural socialization in the bilingual proficiency of migrant young adults. International Journal of Intercultural Relations, 67, 44-57. doi: 10.1016/j.ijintrel.2018.09.003
Zust, B. L., & Moline, K. (2003). Identifying underserved ethnic populations within a community: the first step in eliminating health care disparities among racial and ethnic minorities. Journal of Transcultural Nursing, 14(1), 66-74.