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The aim of this study is to focus the attention on a specific dimension of scholastic experience of the new generation of immigrants, that is to say that of school as a place where it is possible to build cross-cultural relations, to promote cross-cultural dialogue, and images of the world concerning the creation of living together citizenship in a plural society are learnt, that is of a citizenship that respects the differences and at the same time is based on respect of common values and fundamental human rights. The choice to focus on this topic, that is the one of cross-cultural education, is an answer to the need to develop an aspect of the scholastic experience of the new generation of immigrants less studied compared to the dimension of the school as a place of cognitive learning and scholastic success, but today it appears to be particularly significant. Indeed, western societies are undergoing significant changes, these are due to globalisation processes and to international migrations. Such societies are characterized by the multiethnic aspect and are shaped by conflicting forces between the recognition of the differences on one hand and the creation of social integration on the other (Featherstone, 1996; Bauman, 1998; 1999; 2000; Besozzi, 1999; Cesareo, 2000; 2001; Ambrosini, 2008; Ambrosini and Abbatecola, 2009). In such a scenario, the school is characterized in an increasing way for a plural experience and for the existence in the class of a variety of languages, different cultural perspectives and different scholastic levels. This means that school is at the centre of the issue of the quality of the future living together in a multiethnic society, because it creates a key institution for the promotion of social cohesion, as well as for the acquisition of the necessary competence for the social and economic integration of tomorrow’s citizens.
Contini et al. (Fri,) studied this question.