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Instituti Sociologjise Nr 8.Indd Social • Studies Vol. 5, No. 2, 2011 ISBN: 978-9928-4000-3-1 Vol. 5, No. 2 5, No. Vol. • E. Barberis & V. Nanaj • J. Toth • S. Nikolidakis & F. Anastasopoulou • E. Sherifi • E. Hysa • E. Kalerante • L. Sokoli • T. Hagen • N. Ljarja & R. Gurakuqi • A. Canollari • E. Puka • A. Sulaj & F. Bezati • L. Xhakollari • J. Daci • Xh. Shala • E. Hysa • V. Duci • E. Mehmeti Studime Sociale Vëll. 5, Nr. 2, 2011 Social Studies • SOCIAL STUDIES / STUDIME SOCIALE Vol. 5, No. 2, 2011 / Vëll. 5, nr. 1, 2011 DIRECTOR / DREJTOR LEKË SOKOLI EDITOR IN CHIEF / KRYEREDAKTOR SEJDIN CEKANI EDITORIAL BOARD / BORDI BOTUES SERVET PËLLUMBI EGLANTINA GJERMENI Chariman BARBARA HEYNS MARTIN BERISHAJ ANJEZA HOXHALLARI ALBANA CANOLLARI KARL KASER LIQUN CAO NEVILA KOÇALLARI TONIN ÇOBANI PAJAZIT NUSHI ZYHDI DERVISHI ALI PAJAZITI GRIDA DUMA GËZIM TUSHI KRISTO FRASHËRI ALFRED UÇI ILIR GËDESHI BRUNILDA ZENELAGA “Education in ‘turbulent times’; the Albanian case in European and global context” 6th International Conference of the Albanian Institute of Sociology (Proceedings, I) “Arsimimi në kohë të trazuara: Rasti shqiptar në kontekst europian dhe global” Konferenca e 6-të Ndërkombëtare e Institutit të Sociologjisë Scientifi c Journal, certifi ed by the Highest Scientifi c Committee of the Republic of Albania; decision no. 170, date 20th of December 2010 © Albanian Institute of Sociology / Instituti i Sociologjisë Ed: Lekë Sokoli Arti Grafi k: Orest Muça Contacts / Kontakte: Rruga “Abdyl Frashëri”, pall. 3/3, Tiranë Tel: ++355 (4)2268819; Cel: 0694067682; 0682236949 E-Mail: [email protected]; [email protected] www.instituti-sociologjise.org Contents: Eduardo BARBERIS & Valbona NANAJ Albanians and the others: educational attainments and attitudes of migrants and nationals in Italian schools .................5 Janos TOTH Supra, inter and intrasocial motions: Prolegomena to the ontological poverty of societies .....................................15 Simeon NIKOLIDAKIS The albanian students’ stances & Fotini ANASTASOPOULOU and perceptions regarding the choiche of profession .............................23 Edo SHERIFI Psychology service effi ciency in educating children and adolescents ...........33 Eglantina HYSA Corruption and Human Development: Albania and EU-27 ................................43 Evagjelia KALERANTE Repatriation of Albanians: Redesigning a Student acculturation Policy .................53 Lekë SOKOLI Some Critical Themes regarding the International Migration of Albanians .....63 Timothy HAGEN Safe, just, and smart: Home education as an essential option for families in Albania and around the world .................77 Nertila HAXHIA (LJARJA) National Identity and & Romeo GURAKUQI Religions in Albania ................................85 Albana CANOLLARI The possible effects of self-construals and social relationships on happiness .........99 Edi PUKA Education and Formation in adult education .................................109 Anila SULAJ & Fatmir BEZATI School dropout by Roma children in Tirana .................................117 Lediana XHAKOLLARI Constructs of Quality of Work Life: A Perspective of Mental Health Professionals ...............................123 Jordan DACI Human Rights as collective goods........................................131 Xhavit SHALA Interreligious communication, religious education and security issues ..................139 Veronika DUCI Psychosocial effects of a life – threatening disease .....................147 ALBANIANS AND THE OTHERS: EDUCATIONAL ATTAINMENTS AND ATTITUDES OF MIGRANTS AND NATIONALS IN ITALIAN SCHOOLS Eduardo BARBERIS & Valbona NANAJ - University of Urbino “Carlo Bo”, Italy E-mail: [email protected] ABSTRACT Based on fi rst results of the international research project GOETE, these paper analyses school trajectories of children with migration background (CMB), focusing also on specifi c issues concerning East-Central Europe (ECE) migrants. In particular, the attention is on lower secondary school pupils, and their transition to following education paths, according to infl uencing factors such as schooling, parenting, peers and institutions: immigration background accumulates with other social risks in a country characterized by low social mobility and high reproduction of disadvantage. To investigate these issues, we use a mixed-method approach, triangulating data on trajectories and institutions coming from: surveys with parents and pupils, focus groups and interviews with pupils, teachers, parents, principals, local stakeholders and experts. Keywords: immigration in Italy; educational trajectories; second generations; social disadvantage 1. Introduction: framing CMB school performance of Asian minorities in disadvantage in Italian education.1 the U.S.), this trend seems confi rmed in many countries. Disadvantages in education are often Relevant literature maintains that both associated with ethnicity and migration: ethnicisation of social disadvantage and there’s a growing body of literature on this discrimination are outcomes of a lack of issue: even if there are exceptions (e.g. the appropriate support for migrant children 1 This article results from a joint refl ection made by the authors. Though, chapters 1 to 4 have been written by Eduardo Barberis, chapters 5 and 6 jointly by Eduardo Barberis and Valbona Nanaj. It also took advantage by the debate occurred within the GOETE research group; in particular we would like to thank Silvia Demozzi and Federica Taddia (University of Bologna) that contributed to the analyses reported here. Social Studies 2011, 2 (5): 5-13 6 Albanians and the others and youth (Heckmann 2008; Parreira do being an inconsistent institutional coping Amaral et al. 2011): actually, PISA studies of the phenomenon, notwithstanding a suggest that migrant and ethnic minority politicization of the immigration issue from youth disadvantage are primarily due to the the early 1990s and an increasing pressure failure of European schools in dealing with on welfare institutions due to the fast shift diversity, more than due to diversity itself to a family migration: undoubtedly, one of (OECD 2008). the most important issues is the growth of Thus, the degree of such disadvantage CMB born abroad and, more and more, in is connected to national education systems Italy (see tab. 1). and to the contexts their embedded in, A challenge for the Italian nation- framing how difference is treated. We making and welfare institutions: on the one will focus here on the interaction between hand, there’s an incomplete nation-making individual characteristics and institutional with long-lasting unbalances; on the other arrangements in educational inequality, hand a welfare consistent with this frame – analyzing how that disadvantages residual, fragmented, family- and category- accumulate in the Italian case. An based. A system highly ineffective in coping important issue both for the sending and disadvantages, that accumulate in a context the receiving countries, since it affects the of weak social mobility, both for traditional creation of human capital and the socio- and recent at-risk populations (Kazepov & economic development. Barberis 2005). Given this background, we can wonder 1.1. Italy and immigration if Italy has a model of integration for It’s hard to defi ne Italy still as a “new” its immigrants. If we think about grand immigration country – since it started to be narratives dominating the European such thirty years ago; it is anyway a late- debate (the English race relations, the comer, in comparison to many Western French intègration républicaine) the answer European countries. In this respect, Italy is probably negative, tied to the lack of is fully within a “Mediterranean” model a grand nation-making narrative itself of migration (King 2002), the main issue (Melotti 2008). Tab.1 Demographic indicators (resident population) – Italy 2006-2009 Indicator / Year 2006 2009 Delta 06/09 Total population 59.131.287 60.340.328 2,05 Population < 18 y.o. 10.088.141 10.227.625 1,38 % of < 18 on total population 17,06 16,95 -0,64 Total births 560.010 568.857 1,58 Resident foreigners 2.938.922 4.235.059 44,10 Resident foreigners < 18 665.625 932.675 40,12 Whose: born in Italy 398.205 572.720 43,83 Births by both foreigner parents 57.765 77.109 33,49 % of foreigners on total population 4,97 7,02 41,24 % of foreigners < 18 on total population < 18 6,60 9,12 38,18 % of births by both foreign parents on total births 10,31 13,56 31,52 Source: our elaboration on data from demo.istat.it Social Studies Vol. 5 No. 2 7 Though, we can see a mode quite This issue has to be framed in the consistent with its political culture and institutional context of the Italian education welfare state-making, whose main features system: since the 1970s, it has been are (Ambrosini 1999; Caponio 2008): an comprehensive, that is: disadvantaged emergency coping; the gap between formal groups are not taught separately, and the rules and actual practices; the delegation to schools offer a universal education setting, civil society; the localism. in case with projects and professionals As a whole, scholars in Italy variously to address particular problems. Though, defi ned this “mode” as indirect, implicit, we could state that a comprehensive subaltern_ we prefer here to defi ne it as approach to emerging social questions “micro-regulative”, lacking a state paradigm. (like immigration) have been much less object of a real debate, and have been 2. Italian education policy and CMB’s pursued without adequate skills and disadvantage
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