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The Urban Review

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04.01.2017

Educational Justice and Occupational Mobility: The Role of Civic Commitment and of Imagination

verfasst von: Francesca Gobbo

Erschienen in: The Urban Review | Ausgabe 3/2017

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Abstract

In Italy, the exploration of, and debate on, problems of educational rights and justice are not subsumed under the comprehensive rubric of “Urban Education”. They are rather studied from disciplinary realms and approaches such as social education or intercultural education that aim to understand and respond to issues of pressing social, political and educational concerns relative to migration, educational inclusion of immigrants’ and minorities’ children, recognition of cultural diversities as teaching and learning resources, among others. In this article the intercultural perspective is focused on the Italian occupational minority of the fairground and circus people, whose intensely mobile way of life impacts on their children’s school attendance and learning, and on the schools’ capacity to elaborate effective educational paths also able to valorize those people’s cultural diversity. Three relevant “bottom up” projects are here presented that mean to positively answer the mismatch between the mobility of the attractionist students and the schooling curricula, the annual teaching schedule and the attendance requirements.

Vorheriger Artikel Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey

Nächster Artikel Promoting Social Justice and Enhancing Educational Success: Suggestions from Twenty Educationally Successful Roma in Greece

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In this article, this Italian minority group—that is formally defined as attrazionisti viaggianti (travelling attractionists, cfr. law 337/1968)—will alternatively be referred to as travelling attractionists, fairground and circus people, travelling entertainers.

Nevertheless, they certainly share an “urbane” perspective, see Gobbo 2007b; cfr. also Noblit, Pink (eds) 2007.

Between Fall 1999 and the end of 2001, fieldwork carried out in some provinces of Veneto, a region in Northern Italy, allowed me to learn about the life and work of travelling families, that I met during fairs and in their mobile homes, thanks to the availability and interest many of them showed for my project. Especially with 25 families I held informal and formal conversations and collected stories, usually through the local dialect that I speak fluently (only one family chose to talk to me in Italian).

Until 2003 compulsory schooling lasted 8 years.

As indicated by the projects here presented, the situation is hardly changed after 15 years, if not further complicated by the (obviously positive from a general perspective) of extension of compulsory education.

The families I met, observed during fairs, and interviewed informally and formally usually in their caravans form a highly differentiated occupational group owing to differences in (a) financial resources and profits, (b) higher or lower capability for investment in the occupational sector, (c) ability to maintain a post in “good” fairs or to secure a new one in “promising” towns, as well as to differences in (d) ethnicity (belonging or not to a family line of Sinti), and (e) type of entertainment (circus vs. merry-go-rounds, roller coasters, candy stalls, and so on). Additionally, many fairground and circus families are members of occupational associations and trade unions, which keep them informed, take care of the bureaucracy and press requests on their behalf to the national government for less severe taxation.

Concerning the schooling difficulties of travelling pupils and students as well as some of the educational provisions offered, see Danaher 1999, 2000, Danaher et al. 1999, Danaher and Danaher 2000, 2009, Danaher et al. 2000, Danaher et al. 2009, Jordan Jordan 1997, Jordan 2000, Jordan 2001a, b, Kiddle 1999, 2009, Moriarty 2009, Padfield and Cameron 2009 and Schools Council Research Studies 1975.

In 2001 it ended at the age of 14, at the conclusion of lower secondary schooling.

That option, however, that was no longer available at the time of my fieldwork.

All the attractionists’ names have been changed to protect their privacy. The only exception is the name of Mr. Pulliero (at the time of my research he was responsible for the leftist union of travelling attractionists SNAV) who authorized me to use his real name. I wish to dedicate this article to the memory of him who passed away on Easter day 2015.

The family toy train was complemented by a bigger, and more financially rewarding, travelling attraction.

Bergantino is known as the “capital of travelling attractions”. It is located in the Southern part of the Veneto region and hosts the Museo della Giostra e dello Spettacolo Popolare (Museum of Attractions and Popular Shows).

Fieldwork notes.

In Italy there is a rather ample range of high schools from which to choose and enrol in, with different curricula and specializations, namely classical, scientific, socio-educational, linguistic, commercial, technical high schools, among those offering a 5 year course of study. As already mentioned, not all of them might be in every town or village where fairs are held. The same applies to the 3 year vocational schools (in mechanics, cooking, building, horticulturalism, etc.) whose courses of study and practice can be extended for 2 additional years: one of the vocational schools where a travelling student has enrolled might be in some but not in every other town of his/her family’s fair circuit.

Cfr. Hemelsoet 2015, for the recognition of commitment as crucial for intercultural dialogue and social and educational justice (in that case, concerning immigrant Roma in the city of Gent, Belgium).

Actually, Seguendo fiere e sagre endeavors to answer the learning needs—and rights—of students between 6 and 14 years of age enrolled in schools of the so called Alta Padovana, namely the area and the towns North of Padua, the province capital. Though the number of participating schools has not been systematically recorded between 2010/2011 and 2015/2016, Elisa Marini had taken down the totals of schools and pupils between 2003/2004 and 2008/2009, namely 15, 32, 38, 44, 32, 22 schools and 3, 17, 30, 40, 43, 51 students. Afterwards, the schools involved have been about 50 while the students have respectively been 47, 43, 57, 58, 50, 45.

Marini’s project also addresses the schooling needs of Roma and Sinti children living in the nearby campsites and no longer leading a nomadic life.

However, and with particular regard to the younger students, the project complemented the national curriculum by including in its program the five stories about the Sinti and Roma people that an old Sinta woman narrated. They were illustrated by pupils from schools of the Rete senza confini, and then posted on the site of Rete senza confini (www.retesenzaconfini.it ) from where they can be downloaded (Marini 2010).

The relevant information and documentation (in www.seguendofieresagre.it) that can also be downloaded are the following: PRESENTAZIONE; STORIA DEL PROGETTO; PROGRAMMAZIONE; GIOVANI GIOSTRAI where the vocational education project is presented.

As Marini remembered, a mother shared her surprised with her by telling her that “for the first time I saw my daughter getting up early in the morning so as to study!” (2007: 4).

Cfr. http://www.seguendofieresagre.it/index.php?option=com_content&view=article&id=55&Itemid=27.

The course was organized with the cooperation of Padua ENAIP (Ente Nazionale Acli Istruzione Professionale, see http//:www.enaip.it/eng/home/about-us.html) and the ENAIP of the town North of Padua, where the course was offered.

The local Veneto dialect is widely used in everyday interactions to discuss both familiar and technical issues.

This attitude also aimed to make more effective and meaningful the formal contribution of the teacher, as he himself pointed out: “we will try to reflect and discuss together, since for me it is important that when the course is over you will be more aware of the risks your work entail” (2015 fieldwork notes).

I can add that when I mentioned this project to Aldo Nalin (fictional name), who had just showed to me his three diplomas of training courses on safety legislation he took (and paid for), he expressed great interest and immediately annotated the website address (2015 fieldwork notes).

At the same time, Il Libro dei Saperi provides attractionist children and youth with a documentation of their school experience.

The logbook was edited by Valeria Ravelli, while Monica Bergamini disseminated it as widely as possible among travelling families.

The information about the curricular topics covered can be complemented by suggestions for additional learning and book references indicated by teachers.

The next page of Il Libro dei Saperi is instead devoted to concise but comprehensive indications regarding the educational goals, the didactic goals and the [classroom interactional] strategies.

Often, however, travelling attractionist families are faced with the problem of being unable to enroll their children in a school of their own fair circuit owing to the “students’ ceiling” that school principals have to respect (Ravelli and Bergamini 2015a). In other words, when a school reaches the total number of enrolled students it can receive, principals must decline new enrolments – a decision that affects the travelling attractionists more than any other social category. With regard to this specific problem, see the exhaustive research carried out by lawyer Gruppioni (2012) on the “normative sources” and “judiciary indications” relative to inclusion of travelling attractionists’ children in compulsory education.

Monica Bergamini is married to Flaviano Ravelli (once proprietor of an attraction) and is the mother of Valeria Ravelli. They are now both engaged in the schooling of travelling children and youth through Fondazione Migrantes and N.N.T. onlus (www.nntonlus.it).

In a more positive perspective I recently suggested to call them students (and people) “of passage”. See Gobbo 2015.

In percentage, it is 75% of the total days of school.

As I learned, some of the foreign locations are (or have been) Morocco, Bulgaria, Spain, Germany.

In 2010–2011 Fondazione Migrantes answered this specific problem thanks to an itinerant teacher who kept in touch with the circus families and their children, as well as with the schools where the students would take their final exam. The role of the travelling teacher was “experimental” given the financial and residential difficulties; however, since results appeared satisfactory the “experiment” was continued in 2012–2013.

See http://www.istruzione.it/urp/istruzione_parentale.shtml. In summary, parents who wish to personally provide for the instruction of minors within the compulsory education years must present a statement (to be renewed every year) to the principal of the school closer to their residence testifying to their “technical or economic capacity”. The school principal must ascertain the validity of the statement. As guarantee of the completion of compulsory education, the minor must take a qualifying examination to the next school year. Cfr. also DL 297/1994, art. 111, and DL 76/2005, art.1, par. 4. In this sense, istruzione parentale is different from “parents’ teaching”.

Initially there was a debate about the number of intermediate and final tests students could take, but the proposal of four tests during the school year in anticipation of the final examination was in the end rejected because the latter would eventually become irrelevant, on the one hand, and, on the other, because of the costs families would have to afford. In fact, as I learned the day of the oral test, a number of students had come from Central and Southern Italy, others from Sicily or from the Western regions (Piedmont and Liguria), all of them places that are rather far from the Veneto schools’ location: to take care of travel and stay expenses four times a year would have meant a substantial investment.

The information about the Project’s platform were collected at first through a Skype interview with the two coordinators—professors Caberletti and Menabò—and the principal—professor Soffritti that I thank for their cooperation and for authorizing me to use their real names. The interview was then transcribed and revised by professor Menabò, while a few days later I was able to check some of the indications by observing the intermediate oral testing that took place on June 4, 2015. Excerpts from the Skype interview are in Italics.

Studiando Viaggiando is based on a Google apps platform. The internet connection is of course necessary to access and use this Project, though many contacts are preferably established and maintained by phone.

The “platform” also provides for interaction between the teachers and the students’ parents. The interaction among schools and among teachers is preferably carried out by phone or by personal contacts thanks to the proximity of the three institutions.

In this way, additional information can be looked for on the internet or in books.

Professor Menabò mentioned a chemistry video, among others.

The Project also provides students with on-line texts, bibliographic references, referral sources. According to professor Menabò this of course requires the ability to select reliable information, but “YouTube and the accessible documentation are of great help” (from the Skype interview) .

The “platform” further ensures that the history of all exchanges is preserved.

The 66 students, who had registered for the test, had taken the written intermediate one the day before and would engage in the workshop practice on June 5th 2015.

The present text was written in the summer of 2015, soon after the observation of the students’ oral examinations.

I met and interviewed her after the course had ended.

I have known his family from the time of fieldwork and his mother trusted me enough to give me a photocopy of his librettino, with the many teachers’ annotations from 1988 to 1993.

This is how Veneto attractionists call the attraction in the “attractionists’ language”.

Fieldwork notes.

Monica Ravelli, personal communication.

Professor Menabò’s written communication (Dec. 14, 2015).

For the 2015–2016 school year only two learning units will be prepared for which the teachers will endeavor to match the required curricular topics with the students’ non formal knowledge and experience.

It is a positive sign of cultural and educational recognition that, as a follow up of the MIUR meeting and of the new BES program, a national conference (concerning the educational needs of travelling pupils and students) was held on December 5, 2016 in Bergantino. To it representatives from MIUR and the government participated, together with teachers, representatives of the Migrantes Foundation and of the onlus NNT, travellers and travellers’ unions, as well as myself.

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Titel: Educational Justice and Occupational Mobility: The Role of Civic Commitment and of Imagination
verfasst von: Francesca Gobbo
Publikationsdatum: 04.01.2017
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 3/2017
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-016-0392-7

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Promoting Social Justice and Enhancing Educational Success: Suggestions from Twenty Educationally Successful Roma in Greece

Long-Lasting Fieldwork, Ethnographic Restitution and ‘Engaged Anthropology’ in Romani Studies

Alice: Overcoming the Border Motto: “I Am No Longer Afraid of the World”

Guest Editor’s Introduction: On the Road—The Roma Between Disadvantage and Empowerment