Citizenship as practice: critical evaluation of educational communication as means of young migrants’ social participation

Article English OPEN
Farini, Federico (2008)
  • Publisher: Faculty of Social Work, University of Ljubljana

In the years 2004-2006 the Education Office and the Social Polices and Integration Office at the City Council of Modena designed three projects addressed to sustain social participation of Children of International Migrants (CIM) empowering their active citizenship. The premise of these interventions was that social integration depends on social participation. Social participation describes social actions that are both autonomous and visible in society.\ud This projects looked at citizenship not as a sort of cognitive status to be reached but as the outcome of the experience of everyday participation to social processes. The activities proposed to CIM wanted to stimulate a reflection about everyday experience of participation to host social processes, with the help of adult social operators.\ud Our research highlights that once they materialised in concrete interactions all of these three projects produced paradoxical results: it was possible to observe that social operators systematically violated CIM spaces of communication, that is to say CIM opportunities to experience, in the context of the social interventions, an active and autonomous social participation. Social operators interfered with CIM autonomous participation to interactions as soon as it brought about meanings inconsistent with the ideological and theoretical premises of the interventions; this brought CIM to mistrust their opportunity of an autonomous social participation.\ud A social intervention aiming to offer an opportunity to experience social participation needs a communication form specialised in promoting self-expression of communicators, a communication form that creates mutual trust, that is able explore common ground and continuity of views between interlocutors. We offer a sketch of a communication form that promises to be much more effective than education in sustaining social integration of young migrants by mean of the promotion of their autonomous participation. This communication form is called “dialogue”.\ud The limits of educational communication suggest that for social workers that operates among adolescents and young adults, dialogue is an opportunity to experiment, to make their work more effective and the projects in which they are involved more efficient.
  • References (24)
    24 references, page 1 of 3

    Baraldi, C. (2003a), La sfida della partecipazione. In: Baraldi, C., Maggioni, G., Mittica. M.P. (Eds.), Pratiche di partecipazione, Teorie e metodi di intervento con bambini ed adolescenti. Roma: Donzelli Editore (3 - 30) - (2003b), Comunicazione interculturale e diversità. Roma: Carocci - (2005), Conflict Management in Interlingual and intercultural mediation. Paper presented at the Fourth Biennial Conference on Intercultural Research, Kent State University, May 4-7

    Baraldi, C., Iervese, V. (2003), Come nasce la prevaricazione, una ricerca nella scuola dell'obbligo. Roma: Donzelli Editore

    Baraldi, C., La Palombara, A., Iervese, V. (2001), Il bambino salta il muro. Bergamo: Junior Edizioni

    Fairley, M.S. (2000), Troublesome discourse: analysis of native-non native language speakers conversation. Http://www.eric.ed.gov

    Gergen, K., McNamee, S., Barrett, F. (2001), Toward transformative dialogue. International Journal of Public Administration, 24: 697-707

    Goodwin, C. (1981), Conversational Organization: Interaction Between Speakers and Hearers. New York: Academic Press.

    Gudykunst, W.B. (1994), Bridging differences. Effective intergroup communication. Thousand Oaks: Sage.

    J. Heritage (1995), Conversation Analysis: methodological aspects. In: Quasfthoff, U.M. (Ed) Aspects of oral communication. Berlin-New York: Walter de Gruyter (391-416).

    - (2002), The limits of questioning: negative interrogatives and hostile question content. Journal of Pragmatics, 34: 1427-1446

    Heyting, F., Kruithof, B., Mulder, E. (2002), Education and social integration: on basic consensus and the cohesion of society. Educational theory, 52,4: 381--396

  • Metrics
    0
    views in OpenAIRE
    0
    views in local repository
    13
    downloads in local repository

    The information is available from the following content providers:

    From Number Of Views Number Of Downloads
    Middlesex University Research Repository - IRUS-UK 0 13
Share - Bookmark