Race, Language, and Schooling in Italy’s Immigrant Policies, Public Discourses, and Pedagogies

Stephanie Love, Manka M Varghese


In this article, we use the framework of critical race theory (CRT) to show how race, language, and schooling have played out in the historical project of the Italian nation-state. We then demonstrate how this historic racialized identity construction is currently excluding immigrants from Italian national identity. Finally, we argue that CRT can be a valuable alternative to intercultural education in that it both addresses the educational needs of immigrant and minority students in Italian schools and challenges racist and anti-immigrant discourses circulating in the broader society.


immigrant education, Italian studies, language policy, Critical Race Theory

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DOI: http://dx.doi.org/10.18251/ijme.v14i2.491

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