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

Authors

  • Stephanie Love University of Washington, College of Education
  • Manka M Varghese University of Washington, College of Education

DOI:

https://doi.org/10.18251/ijme.v14i2.491

Keywords:

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

Abstract

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.

Author Biographies

Stephanie Love, University of Washington, College of Education

University of Washington, College of Education

Manka M Varghese, University of Washington, College of Education


 Manka M. Varghese is an associate professor in Language, Literacy, and Culture in the

College of Education at the University of Washington. Her research and teaching focus on

language teacher education, language teacher identity, and language minority students’ pathways

to postsecondary education.

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Published

2012-07-31

How to Cite

Love, S., & Varghese, M. M. (2012). Race, Language, and Schooling in Italy’s Immigrant Policies, Public Discourses, and Pedagogies. International Journal of Multicultural Education, 14(2). https://doi.org/10.18251/ijme.v14i2.491

Issue

Vol. 14 No. 2 (2012): Special Issue: Challenging Anti-Immigration Discourses in School and Community Contexts

Section

Articles (Peer-reviewed)

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