Intercultural Education and Equity: Inclusion in Multiethnic Italian Schools through Global and Local

Current migration are structural change inside contemporary society. They are showing transformation of the global geopolitical structure, therefore they are significant phenomenon highly in order to examine dynamics of globalization and its effects on European society (Sassen 2014; Geiselberger 2017; Bauman 2017; Latour 2017). So, global migration processes and growing mobility to Europe have made very significant the analysis of social inclusion processes in relation to responses of the European education systems. Education has essential purpose to devise social integration and future society. Therefore, educational system has to change its organizational structures, its pedagogical project and its education practices to face growing migrate students. This entails to learn how to build and to live a common space together. In that regard, the European policies have produced a convergence effect in institutional discourses towards interculturalism, however inclusion policies carried out by various European countries are different and reflect, partly, the general trends of the models of integration and construction of citizenship and, partly, the institutional models of their own school system (Milione 2011). The exponential growth in migration flows and consolidation of stabilization processes are more and more visible through the increasing participation by the students without Italian citizenship in the Italian school system. On the demographic side it can be observed that even Italian school has experienced a reduction of the local new generation, however, the number of pupils increase (particularly in the northern regions with a low nativity rate) thank to the regular presence of immigrants' families. On the other hand, a much more relevant fact is that heterogeneity of those social-cultural worlds has significantly increased, that face each other in the sphere of education and training, due to large variety of ethnic groups and different migration trajectories (MIUR 2017). Below, the Italian situation will be analysed in order to describe the discourses, the policies and the practices (Ball 2006) developed in response to the demand for education that students without Italian citizenship are increasingly and differently making. Hence, this leaves open a set of questions: (a) what kind of response to cultural diversity emerges in education policies? (b) How are changing the ecology of educational practices in local contexts? (c) How do the education practices affect school outcomes and social relationships? How are local institutional actors performing inclusive actions? What forms of coexistence are developing in neighborhoods where they live? The paper intends to furnish some empirical answers to these questions through the comparative review of the alternative responses in terms of policies relating to increasing migration in the EU (Gaine, 2008) and the in-depth analysis of the immigrant students inclusion in Italian schooling (MIUR 2017; MIUR e ISMU 2016; Ongini 2016; Santagati 2015; Tarozzi 2015; Ambrosini e Molina 2004).