My outlook on life has been configured by the space that American society has created for me. In other words, societal factors such as citizenship, education, democracy, and multiculturalism have fostered an environment where progress and transformation can occur. What of other countries? Are their spaces for progression for individuals with diverse ethnic backgrounds?
During my 8 week experience in Italy, my personal quest has been to discover the Italian version of myself. That is, an individual who is daughter or son of immigrant parents who was born and raised in Italy. I was curious to compare and contrast a few aspects of our lives, a couple including education and the integration of two cultures. To what degree are they accepted in the country? The resources that are available to them to prosper? And how their background has aided or complicated their experience in Italy? The answers to my questions are complex. As a young student, the themes of identity, education, and youth are pertinent to my answer.
Citizenship. A term insinuating identity and borders. Who belongs where? In Italy, one of the debated questions is “who or what is Italian?” To the Native Italians, they are the definition of an Italian. This idea is reflected within the issue of citizenship and who is able to obtain it. In Italy, jus sanguinis guarantees citizenship only to individuals whose parents nationality is Italian. The opposite exists in the United States where jus solis exists and individuals become citizens at time of birth. Italy has the executive power to choose who can and cannot be Italian. An imminent problem with this type of citizenship process, is the alarming number individuals who make up the ‘second generation’. The second generation is made up of the sons and daughters of immigrants who were born in Italy, but were not able to gain citizenship because of their parents legal status. At the age of 18, they can apply for their citizenship, with no guarantee of approval. Lack of citizenship status in Italy creates borders in many forms; physically, mentally, emotionally, and societal. particularly within the health and professional aspect of society. There are many hospitals where documentation is required in order for patients to receive service, an imminent problem for ‘foreigners’ seeking medical attention. In the professional sector of Italy, in order to hold ‘public’ occupations, such as a teacher or lawyer, citizenship is a requirement (Second Generation guest speakers, 22/1/2011).
My repetitive usage of the term “citizenship” is used to emphasize Italy’s attempt to conserve a national identity by limiting the type of ‘face’ exposed to the public. Within the last couple of years, harsh legislation passed by Berlusconi in which, if found, undocumented immigrants will be subjected to a fine of 5-14 thousand Euros and be detained up to 6 months, as well as the people who housed them, who will also be detained for 3 years. This legislation in comparison to other immigration laws is said to be harsher than the Arizona immigration laws, ultimately making it one of the cruelest in the world! The gist of the political space that exists in Italy, in short, is nonexistent to the foreign and the youth (Immigration lecture held on 17.01.2011).
Education. “The education system is a horror” those are the words from an Italian teacher used to describe the current situation of the education system in Italy. Due to “La crisi” or economical recession public schools are in a greater disarray than normal. Classroom curriculums have a greater focus on history and math. Courses that pertain to global awareness are nonexistent. Foreign language classes are in a great need for development. Students are taught the basics. There is little preparation provided for the youth to survive in the Italian world, much less the real world. And yet, students must have a clear idea of what they want to be when they grow up as they are forced to choose a specialized high school. If we were to view the education system through the lens of a statistician, we will see that Italy has the lowest percentage of high school degree recipients about 30% for 55-64 years of age, 69% for 25-43 years of age and an even smaller percentages for people who have acquired a higher learning degree, 9% for 55-64 years of age, 29% for 25-43 years of age (Varghese Lecture, 24.01.11). Italian’s education system is failing to foster global citizens; the interest of the nation does not lie with the youth that is the future.
In response to the question of youth in Italy, Amara Lakhous summed up what many know as a fact and that is, “Italy is not a country for youth” (26.01.2011). It is a country subjected to traditional political views, which is a reflection of the people who run the country and hold public offices, the elderly elite. The job outlook for youth in Italy is startling. Many high school graduates do not pursue a bachelor’s degree. From in class lectures about higher education in Italy, guest speakers who are employees of the school system, and from informal interviews, it is clearly visible that many Italians view a Bachelor’s degree as a waste of time and money that are less than likely to be useful in obtaining a job in Italy.
In light of the negative findings I discovered in Italy, I finished my quest finding the Italian version of myself. I met her in a potluck held after Ms. Varghese and Ms. Love’s presentation on “The construction and contestation of Italian national identity: language, race, and schooling (01.02.2011).” She was born in Peru and moved to Italy when she was five years old. She currently attends John Calbot University and is pursuing a degree in political science.
The Italian version of myself doesn’t feel accepted in the country. There are so many borders and challenges to overcome, that the fight seems endless. Resources are scarce and difficult to obtain. Her background has for the most part complicated her experience in Italy as well as enriched it. Nonetheless, she has proven to be successful and hopes to commence her life in Peru or in London working for an NGO, she’s even considering living in Rome if she is able to obtain a job through FAO.
In comparing and contrasting my Peruvian friend to myself, I discovered that our instantaneous friendship was result of our similar personalities. Although she was raised in a different country where her culture remains to be a minority, she has risen above the odds of a ‘foreigner’ and has found the means to pay for her education with the intention of creating change, not necessarily in Rome but in different spheres of the world where Latino populations made need the assistance. The background of an individual should never been seen as a setback, on the contrary it should provide the extra fuel to go on and beyond the standards set by society, after all, a person who possesses more than one culture, possesses more than one world through which to see reality. Multiculturalism is advancement on all levels.
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