Politics of Caring: A New Approach to Multiculturalism in Education

 Italy is the preeminent location to conduct research on the role of the teacher in an early childhood setting, particularly in a classroom with shifting demographics. As the home to the Montessori approach, a world renounced form of preschool education, I find it intriguing to study the experiences of teachers and their classrooms as Italy transitions into a multicultural nation.  My study is a comparative view of early childhood education in Italy and the United States via the politics of caring. In this essay I use the politics of caring as a method or principle that utilizes the dynamics of nurture, compassion, and communication to effectively transmit information and knowledge. With the changing composition of the Italian population, teachers are behooved to accept a different method of teaching, to one that incorporates the diversity of the students. The United States unlike Italy, has a longer history in accommodating to the new global issue of multiculturalism. Themes such as subtractive schooling and intercultural education have either sprung or been elaborated on in the United States. The longer amount of time and experience that the U.S. has with multiculturalism in education has by no means been executed successfully.  The lack of ‘caring’ on behalf of teachers and students fosters subtractive schooling, the theory that institutions subtract resources from the student. An ideal solution to the problem is intercultural education which will be discussed towards the end of the essay.

Literature Review: Source of Interest and Method of Research

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The subject of this study was fostered  by my interest in the book “Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring”  by Angela Valenzuela. The book provides an open space for the unraveling of the negative stereotypes associated with Latinos in the US and education. The negative stereotype of youth is that they reject education, the truth of the matter is that they don’t reject education, they “reject schooling-the content of their education and the way it is offered to them” (Valenzuela, pg 18). In describing the mentality of US Mexican youth, I couldn’t help but to make personal connections to the text. I agree with one of Ms. Valenzuela’s findings that, “immigrant students often share their US born peers view that learning should be premised on a humane and compassionate pedagogy inscribed in reciprocal relationships” (Valenzuela, pg. 14).  In other words, education should be based on a personal level where mutual respect and care is conveyed between the teacher and their students.

Immigration is a global issue.  As daughter of immigrant parents raised in a society different from that which my parents were raised, I’m aware of the challenges that both sides, the public school system and foreign families, endure in formalizing the education, life and job outlook of an individual. As a future educator, I am concerned with the factors that may stray education into an impersonal institution, a couple of which include the teachers role in adopting to a shift in classroom demographics (i.e. diversity  of the students, number of languages spoken in the classroom) and limited access to resources. I’m interested in the tension that teachers in Italy face as they undergo the early stages of multiculturalism in education. Through qualitative research via the forms of interviews which pertain to the issue of young teachers in schools and observations of a preschool classroom in Iqbal Masih of 17 students from the ages of 3 to 5 years old with the exception of 3 six year olds (an autistic child and two Roma students), as well as a collection of information from various sources from class lectures and the internet. I explore Italy’s future predicament where student-teacher relationships can and are becoming frail and analyzing to what effect or extreme intercultural education has in a preschool setting.

Background

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 I would like to depict (to my best knowledge) the administrative pressures that Italian teachers experience on a daily basis. Immigration affects a nation on a macro and micro level. Teachers feel the repercussion when they endure changes within the make-up of the students in their classroom and have to adapt to education legislation targeting the ‘new’ classroom.  Approximately 10 percent of the student population are immigrants. Beginning in 1994, all students, regardless of type or in some cases lack of documentation, were mandated to attend school. Because of the diversity among the student population, in 1998 a law focusing on immigrant students was passed in which language and culture had to be protected and respected by the school system, it also introduced cultural mediators, whom are facilitators focused on bridging the gap between school and the home. In due a success, cultural mediators have proven to bridge the misunderstandings that exist between the child’s home and school. The only problem with this attempt is that there are not enough cultural mediators and they only serve families for a short amount of years. Further legislation concerning immigrants in the education system continued in 2008,  when the Italian education system began to count children of immigrants who were born in Italy (second generation) as stranieri (Italian for foreign). This is an imminent problem as most of the stranieri students are Italian, who speak perfect Italian and are aware of the culture, and are subjected to different curriculums or programs than their native Italian peers. I bring up the educative legislation that deals with the immigrant student population to better depict the mess that Gelmini, the head of the education department created when in 2009 slashed funding and segregated classes for immigrant students by limiting the number of immigrants in a given classroom to 30%. This reform passed with many protests ( Varghese Lecture, 24.01.2011). In the face of multicultural schools where the percentage of foreign students is higher than 30%, this legislation is call for tragedy.

Teaching, an  occupation less sought after

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I wanted to address the negative stereotypes that are associated with teachers in western society and how this image has influenced many youth, including the Italian youth into not pursuing an occupation in education. In interviewing a current graduate student and a substitute teacher as to why there a small number of young teachers in schools exist. The graduate student responded that educators have a low-wage job and that often time, “teaching is a back-up plan. Those who end up teaching are those who failed whatever they were trying to pursue.” There is a small percentage of Italian youth who obtain a higher learning degree. The substitute teacher blamed elderly teachers, who wait until retirement age to leave the schools and ultimately, limit the number of employment opportunities for the younger generation. The substitute teacher also mentioned that older teachers are outdated in technology and have no interest in learning about it. The absence of young teachers in school and the limited mobility on behalf of older teachers to learn about the new generation has created an intense situation, where faculty and schools are limiting a great resource to obtain creative approaches that address multiculturalism in school settings.

It is a fact. Teaching is an occupation characterized by low pay and high levels of stress. How high are the levels of stress among Italian teachers?  A study conducted in Eastern Europe describes  stress among teachers as being, “related to the motivational behavior that guides teachers in their professional choices…the relationship with supervisors, the size of the classes, pupil indiscipline, and poor career opportunities.” It comes to no surprise that many teachers after a few years of working find themselves burning out. As supported by a study the term burnout is described as the “state of ill health of the individual”  that is  “negatively related to one’s effectiveness and efficiency in the job setting.” Italian and French teachers participated in this study, which sought to prove that depending on professional and cultural settings of a teacher the amount of stress levels that they endure, will vary. The findings of this study revealed that Italian teachers are emotionally more exhausted but professionally more satisfied. Positive feelings in forms of personal accomplishment were reported more frequently by Italian teachers than from the sample of French teachers (L. Pedrabissi, Luigi Rolland, J.P).

Hope remains. Although confronted by many administrative pressures and negative stereotypes, Italian teachers remain hopeful of their profession and of the impact that it indeed creates. The collective optimism of the teachers is reflected in the environment and missions of the schools in which they teach, such a school is Iqbal Masih Elementary School. It is with this positive note that I begin to address my observations of an Italian preschool classroom and how the ‘politics of caring’ that the teacher possessed were fundamental in the success of intercultural education.

Observation of a preschool classroom in Iqbal Masih 

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Based on my observations from the preschool classroom, the teacher is doing an exceptional job in fostering a positive environment where her students are free to voice their opinion, are accepting of cultural differences and on their way to becoming global citizens. The success of the curriculum implemented by the teachers in the classroom transcended my expectations. The children were not the only ones to benefit from the curriculum, I also benefited and was able to learn about the Italian and preschool culture by ultimately keeping from feeling like an outsider.

The ‘politics of caring’ in the classroom were influenced by the role of the teacher.  An article named “Intercultural Education: A Way of Learning”  written from an Irish perspective, addresses the issue of inclusion of different cultures in the curriculum. I took a particular liking to this article as it provided useful information that teachers can utilize in their classrooms, a couple which included the use of music and the importance of parent involvement.  The various components that the teachers in the Iqbal Masih preschool classroom incorporated included these tactics.

Lets Sing a Song We All Know. Music is an agency for communication across cultures. Due to my limited Italian, one of the forms in which I was able to connect with the children was through song. My first day in the classroom I sang the song “The Itsy-Bitsy Spider.” The melody and repetition of the song allowed for the children to easily follow along. We allowed the rhythm and melody to become our new language. Through the exchange of songs we were able to learn each other’s language, at least I know I benefited more as I was able to learn the Italian language at a much quicker pace. Music is a tool not only utilized in the classroom but also in the community. Iqbal Masih Elementary School hosts a kids and adult choir. The participants of the choir come from diverse background, although they might not speak the same language, their music heritage provides the platform for dialogue. As Paola, a teacher at Iqbal Masih and conductor of the choir commented,  “Music is the common link among children. It gives them the chance to  learn a different language and it also establishes equality.” The subliminal message is of this activity is that ‘difference make society richer’;  social interaction and music can impact the mindsets of the students.

Bring Your Parents to School and Share Your Favorite Book. Parent involvement is a source of  culture and self-esteem booster for the child. During my bi-weekly visits I had the opportunity to meet two parents who came in during their designated day and hours to read to the class. The engagement and attention that the children bestowed to their peers’ parents surpassed that which they normally give to their teachers, not to mention the enthusiasm and confidence that the parents create in their sons or daughters is indescribable. Although parent involvement was present in this preschool classroom, the truth of the matter is that this can’t occur everywhere. Having every student’s parent come read to the classroom is unrealistic. Especially in a society where both parents are working, or where the parents don’t speak the predominate language of the classroom. Nonetheless, it should be highly recommended. Parents don’t have to read a book, they can tell or perform folklore tales and bring in visual aids to the classroom. Interpreters can be utilized in the process. The methods of participation are endless.

An important key to note is that the implementation of these tactics is not enough to ensure that every student will be on their way to becoming a global citizen. The role of the teacher in creating an environment where there is an equal and safe playing ground is essential.

Discussion

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Today’s public education system is too ‘institutionalized’, frigid, impersonal.  Personal connections are needed between children and school. Based on my observations at Iqbal Masih, I realized the importance of care and respect among teachers and children. In the US, physical affection such as kisses on the cheeks or hugs are prohibited. In Seattle, my favorite preschool classroom was led by preschool teachers who embraced the idea of showing affection to their students, who by doing so created an atmosphere of familial and mutual respect. The politics of caring (from my definition) are nonetheless politics. Today’s connotation of teachers being affable is that of them being ‘too friendly’. Parents, as is their responsibility, are concerned for their children’s safety. Kids might mistaken teachers being friendly with inappropriate ‘acts’ or behavior. Yet, there is where the problem lies. In the idea that teachers lack or should lack ‘politics of caring’.

In order for students to succeed in school and in life they must know ‘who they are’ and ‘where they belong.’ Schools are one of the few spaces left in society where such education can be given. Where groups of diverse individuals can interact and not only learn something about themselves but also something of their peers. The classroom curriculum must take into consideration the cultural and ethnic backgrounds of the students. By failing to identify and recognize the identity of the children, children do not only feel unwanted among their school but also among their peers who share similar backgrounds as themselves, as was the case with U.S.-Mexican youth in Angela Valenzuela’s study, where summed up nicely she states “There is no stronger lesson in school than to devalue the Spanish language, Mexico, Mexican culture, these biases in turn close off social and linguistic access to their immigrant peers” (Valenzuela, pg. 19).  You know you have a problem when you turn people of the same background against each other. What is driving mainstream institutions to fail students, their very source of existence? Is education a mere puppet of political and societal issues? Where is the human element?

Conclusions/Recommendations/Limitations

Teachers endure many pressures from society, education administration, and parents to ‘educate’ their children. There is only so much that a teacher, one individual, can do to ensure that a child is prepared to face the world. In my opinion, teaching is a shared profession, it requires the attention and participation of all influential members that form part of a child’s support team, in order to ensure that children learn the ultimate lesson and that is to learn how to be constructive individuals in a progressing world.

As a future educator, I hope to instill the ‘politics of caring’ within my classroom. Ultimately taking up a role where I can foster an environment of comfort and passion for education among students and to make school something to look forward to. Taking universal themes such as music, art, values, and emotions and incorporating them in a curriculum already created by higher administrations.

There are many biases within my research, foremost I still know very little of the Italian education system. I also walked in to Iqbal Masih with many impressions and generalizations of a preschool classroom. I only spent on average 5 hours in the classroom a week. There were also many limitations within my case study and that is 1) my limited Italian left for huge gaps within my interpretation of the events in the classroom and 2) the observations I conducted in the classroom are not going to be the same as those of a higher grade level because preschool is non-compulsory. My recommendations to improve the study are many. A few including an interpreter who is informed of the education system, interviewing parents and inquiring about their satisfaction with preschool education, and of course making more visits to the site.

Works Cited

Valenzuela, Angela. Subtractive Schooling: U.S. Mexican Youth and The Politics of Caring. State University of New York: State University of New York Press, 1999.

LPedrabissi, Luigi Rolland, J.P.ast, . "The Journal of Psychology." Stress and burnout among teachers in Italy and France. 127.5 (1993): 529-35.

MaryJ79, . "Intercultural Education-A Way of Teaching." 11/04/2010. n. pag. Socyberty. Web. 2 Mar 2011. <http://socyberty.com/education/intercultural-education-a-way-of-teaching/>.

Manrique, M. The 'Politics of Caring': An Approach to Multiculturalism in Education. Intervew by Brenda Martinez. 03 04 2011.

S., Federica. The 'Politics of Caring': An Approach to Multiculturalism in Education. Intervew by Brenda Martinez. 03 04 2011

Varghese, Manka. "Education." Honors in Rome Winter 2011. UWRC, Rome, Italy. 24/01/2011

Rione Assignment

Located in the center of Campus Martius, a publicly owned area in Ancient Rome during the Middle Ages, Pigna is a rione suitable for tourists.  From any hour of the day, the chances of coming across a tourist are more likely than finding a resident of the area. Pigna is one of the smallest districts of Rome. The size of the Rione can be deceiving, although small it is symbol of many centuries of history. Easily and readily accessible from the UW Rome Center, I found myself frequently visiting Rome’s ninth district for its lively tourist attractions, delicious gelato and active night life.

Basic Information. The name ‘pigna’ is Italian for pine cone. The rione was named after a vast bronze statue of a pigna that was used as an adornment for a fountain near the Temple of Isis. The bronze pigna was relocated two times before its final destination in the Cortile della Pigna, where it connects the Vatican to the Palazzo del Belvedere. (http://en.wikipedia.org/wiki/Pigna_(rione_of_Rome)).

Pigna is confined between the Riones of Sant’Eustachio (that provides the western border), Colonna (the northern border), Trevi (eastern border) and  Sant’Angelo (the southern border). The shape of the Pigna Rione is of a square. Each corner of the district is marked by either a landmark or popular tourist attraction. A walk around the perimeter makes for a delightful stroll, as was the route that my partner and I decided to take for our Rione presentation. We focused on four areas of the Pigna Rione, each respectively a corner of the district. The areas include the Pantheon, Piazza de San Ignazio, Piazza Venezia, and La Area Sacra di Largo Argentina. Each will be discussed in order throughout my essay.

The Pantheon. A Roman temple built  in 126 AD, the Pantheon continues to be one of Rome’s popular sites. Characterized by its Corinthian columns and elaborate rotunda floor that is decorated with an intricate design of circles and squares, the main attraction of this Roman temple is an eye-gawking oculus, or central opening in the center of one of the largest concrete domes in history. The oculus is 43.3 meters in diameter and makes for a splendid sight at times of rainfall, where depending on the intensity of the rain, a mist of water can be seen sprinkling down in the middle of the rotunda (as the group had the chance to witness during the Rione presentation). One of the best preserved buildings in Rome, the Pantheon was said to be commissioned by Marcus Agrippa as a “temple to all the gods of Ancient Rome” and later rebuilt by Emperor Hadrian. An interesting fact about the Pantheon is that the concrete dome was made without machinery, that is, concrete was poured into molds to make the coffers that identify the Pantheon Dome by humans! http://en.wikipedia.org/wiki/Pantheon,_Rome

Piazza Di San Ignazio (betwen Via del Corso and the Pantheon).  The next stop is Piazza di San Ignazio which is distinguished by two towers and a church that takes the same name as its piazza. The architect of the towers is an Italian by the name of Filippo Raguzinni, who was one of Pope Benedict XIII’s favored planners. The two towers were constructed with the vision of resembling a stage theater. The church of San Ignazio was built over another church in 1685. This was done in an effort to provide more space to the growing number of students who were attending the Roman College. The façade of the church which was designed by Allessandro Algari, as startling as it is, does not prepare the visitor for what they are about to see in the interior of the church. The Baroque style of the decorations, the paintings by Father Andrea Pozzo and the optical illusion of a dome on top of the main altar make for the visit to the Church of San Ignazio a memorable one.  http://www.ultimateitaly.com/piazzas-italy/piazza-di-san-ignazio.html

Piazza Venezia (at the end of Via del Corso). Easily identifiable by the dense and chaotic traffic that seems to remain in this area, Piazza Venezia is located at the heart of Rome. A white monument named Il Vittoriano, after King Victor Emmanuel II, the first king of Italy was completed in 1935 . Because of its immense size it has been criticized for its incompatibility with the architecture surrounding it. The middle of the Piazza is currently under excavation. In 2009, during the construction of the Rome Metro C Line, the Athenauem was discovered. The Athenaeum, a school of literacy and scientific studies was established by Emperor Hadrian who made it a place “of intellectual refinement.” Although I passed Piazza Venezia about three times a week, I never would have guessed that the construction being conducted in the middle was due to an archeological discovery.

L’ Area Sacra Di Largo Argentina. The final stop of the presentation. Formerly known as the Cat Sanctuary, Largo Argentina is the closest corner to the UW Rome Center. It is ironic how although it was the last area of our presentation, it was one of the first ancient ruins that the class had seen upon their arrival to Rome. Popularly known as the site where Julius Ceasar was assassinated, L’Area Sacra, quarters the remains of the Theater of Pompey as well as four temple ruins that embodied the sacred buildings of the middle and late Republican period. The name Argentina, has nothing to do with the country. John Burkard, the master of ceremonies for Pope Alexander VI, named the area after his hometown of Argentoratum, which is now called Strasburg.

My visits to the Pigna Rione have each varied. The first visit was solely academic, where Margherat led the excursion to the Pantheon and the Church of Maria Sopra Minerva. The second and third time were for personal entertainment and exploration. And the last time was when returning from the last Rione presentation conducted in Trevi. Although each visit was with a different purpose the emotions that the Pantheon and each site bring are that of a tourist who realizes over and over again that they are in a foreign country. Unlike Trastevere, another Rione, where a sense of belonging and a feel for home can exist, the Pigna Rione is strictly commercial and tourist. Forever enjoyed by the thousands of tourists that visit. It is difficult to see the Pantheon as once being on the outskirts of Rome. I guess the popular phrase of “Rome wasn’t built in a day” holds true. It will take a lifetime to unravel the many layers of history that the eternal city of Rome has. I’m glad to have peeled back at least one. J

Assignment 8

I had the opportunity to volunteer at Iqbal Masih Elementary School. It is the 126^th school district in Rome. The philosophy and mission of this school is inspiring and encouraging. The school was named after Iqbal Masih, a 12 year old boy from Pakistan who was a child slave. Sold by his parents at a very young age to a crime organization. The cruel working conditions he endured made him seek for a means out. He was able to escape at the age of 10  and two years later, in hopes of contributing to the suppression of children slavery, Iqbal spoke against this inhumane act and testified in a United Nations Conference. He was assassinated shortly after. His message nonetheless survived and has taken root in many places around the world, including Italy. Iqbal Masih Elementary School, from my experience, has done what many schools are striving to achieve in the near future and that is to create global citizens.

At the orientation, I was impressed and struck by the school’s effort to create an impact not only on the students that attend the school, but also among children across the globe. Iqbal Masih participates in a few international programs, two of which are Young Kids Tribe and Pawodal Ba. Young Kids Tribe was created with the purpose of generating a space for dialogue where public schools from Spain, Italy, England, and Turkey discuss their successes and failures within their school in hopes of creating improvement in classroom settings and the school environment. Pawodal Ba is an elementary school in Pakistan that Iqbal Masih Elementary School helped fund and that continues to make contributions to. At the end of each month, each student is asked to donate one euro, the money is collected and sent to Pawodal Ba. Students from Iqbal Masih are introduced to globalization and cultural awareness in their preschool classrooms and taught throughout their attendance at the school. On a local scale, the elementary school also hosts community activities, a couple which include a kids and adult choir. Paula, an educator at the school and a coordinator of many of the organizations mentioned above, emphasized the importance of this group. The common thread among the diverse participants of the choirs is their music heritage, as she commented, “Music has no language.” Through the participation of many organizations dedicated to crossing borders, both physical and cultural, Iqbal Masih Elementary School is paving the way for multicultural schools. I am grateful for the opportunity to have volunteered at such a ‘power house’.

Iqbal Masih has two campuses on via Ferraironi and Balzani (the main office is located on via Ferraironi). I was assigned to a preschool classroom on via Balzani. There were seventeen students in the classroom between the ages of 3 and 5, with the exception of three 6 year olds. As an Early Childhood and Family Studies major, I walked in with the impression that the curriculum would be very similar to the type of curriculum implemented in the United States (at least from the two preschool classrooms that I observed in Seattle). I was wrong. The only similarities that exist between an Italian and American classroom are 1) the idea that the teacher plays an important role in the classroom (as to what kind of role is debatable), 2) children, in general are enthusiastic about their education and expect to be taught in the best and appropriate manner, and 3) the set up of the classrooms in terms of layout (furniture and open space), the basic materials for art, and games such as puzzles are common in both classroom settings.

There are many differences I would like to make note of.

The role of the teacher. Italy is home to the Montessori Method, a form of preschool education, where the role of the teacher is to guide her students to their self-directed development. In other words, teachers must refrain from taking an authoritative role in the classroom. Although the U.S applauds this form of education, it is ultimately put aside as teachers feel the pressure from public administration to implement a structured curriculum, one that is responsible for fostering academic success for students in the future. There are many teachers who disagree with the department of education and wish to incorporate a ‘kid-friendly’ curriculum, but are too scared to lose their jobs. In Italy, that is not the case. The role of the teacher (at least in the classroom that I observed) was that of a guide, attentive to the needs of her students. She was more than willing to provide hugs and kisses on the cheeks. I can recall many instances where the power of the classroom was shared among the students and the teacher (although she undoubtedly possesses all the power).

A daily activity that highlights the  differences among American and Italian curriculums is believe it or not, snack and lunchtime. For snack time children are asked to form a circle with their chairs. The teacher begins preparing the snack for the day whether it is dicing apples, peeling oranges, or  pouring olive oil on bread. She designates one student to pass out the tray with snacks. As the ‘little helper’ goes around the circle asking every student individually if they care for a snack, the teacher provides the students with many questions such as how they spent their weekends, their plan for the day, their favorite and least favorite part of the day.

The basis of this activity is social interaction. Children are encouraged to voice their opinion and to elaborate on the class discussion. This activity may not seem out of the ordinary, but for a preschool classroom it is. They are taught to express themselves, I smile at the image of their legs crossed and the movement of their hands in sync with what they’re trying to say, just like adults. They are respectful of adults, obedient and compliant (not much enforcement is needed nor repetition). Children are left to make decisions on their own when it comes to selecting from different activities during their free time and are provided with many options when participating in classroom activities. Options is the key word.

 Preschool education is non-compulsory, the majority of the children in the classroom possess and exhibit the values and mannerisms of their parents. The role of the teacher in this particular classroom setting is due in large part to the role of the Italian culture. On the contrary, the role of the teacher in a US classroom setting is heavily influenced by administrative pressures. Holidays, a few including Christmas, Valentine’s and Easter, are not celebrated for fear of excluding another culture. In the process of remaining a neutral force, schools are losing the opportunity to educate the children about different cultures.

One of the admirable differences among the education system in Italy and the United States is the inclusion approach, the educative approach that commends the integration of students with disabilities, whether mental, emotional, physical or that pertain to learning, in the classroom with their ‘normal’ peers. In the United States, the inclusion approach is a teaching method seldom found in classrooms. This is due to many reasons such as the teacher and classroom might not provide the necessary care and assistance that the student needs to reach their full potential. In the attempt to maximize the productivity (as well as to increase the percentage of students with great academic standing) the US has developed a complicated system where the level of ‘capacity’ of a child, the type and severity of the disability will call for an individualized education plan which consists of different educative approaches, which range from going to a specialized school for the student to the teacher taking several precautions in the classroom to ensure that their student is learning to their full potential.

 In Italy that is not the case. In the preschool classroom where I made my observations there was a student with autism. I am not an autism specialist and so I can’t label the ‘severity’ of his case. But just like the Italians, I say it doesn’t matter how ‘severe’ it is. Encouraging the child to interact with his peers, to speak his mind, and occasionally using an imaginary phone to call him and ensure that he was still with the class, the teacher did a phenomenal job in including the student within all the activities. I was both saddened and inspired by this approach. Saddened at the idea that many students with disabilities in the US will seldom have the opportunity to feel a part of a community as the teacher said in describing the children’s reaction to having a ‘special’ child in the classroom, “the children know that he is special but that does not make him an outsider.” I must agree with her. Not only was the teacher performing an exceptional job in including the student but so were his classmates. They would encourage him to participate and to perform tasks accordingly. Rather than the student adjusting to the classroom, the classroom made adjustments for him. The responsibility of  the student’s learning was divided among the teacher, the student, and his peers.

I feel that I have barely put my thumb on the dynamics of the student-teacher relationship in the preschool classroom much less the  Italian education system. I would still like to gather more information on the success rate of preschool education. Is there a significant difference among students who attended preschool than their peers who didn’t? If so, by how much? The first action I would take is to find an outstanding interpreter who is aware of the education system and can assist me as I unravel my curiosities. I would also like to observe other grade levels. Possibly conduct longitudinal studies and see how the education system has either assisted or failed their students.

In closing, I would like to end with the following quote that is embedded in the Iqbal Masih planner that was given to the UW volunteers,“I bambini hanno bisogno di una penna, non di uno strumento di lavoro.” From the faulty translation I was able to obtain through an internet source, I believe the quote says “The children need a pen, not a work instrument.” They need a pen, not a work instrument. They need education and the opportunity to express and discover who they are. They need to connect with the intellectual and capable being that is found within them. They need the chance to be kids and to learn about the many prospects that a pen can bring to their lives. J

Assignment 7

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.

Assignment 6

"It’s all about location.” A common phrase used by many when describing the requirements for a good place to live. Prior to living in Italy, I seldom paid attention to the idea of “location” as a definitive fraction in the identity of a territory. Having the opportunity to research two Riones has allowed me to perceive the importance of territory, and the effect that factors such as the proximity to water or the demographics of the region have on the make-up of the personality of the Rione. My partner and I were ready to tackle on any Rione and were fortunate to be assigned to Regola. Due to unforeseen circumstances, my partner and I volunteered to take on a new Rione, Pigna. The beginning half of this assignment is an overview of the information and interviews that we were able to gather in Regola. The second half of is of our newly acquired information and impressions of the Pigna Rione.

 Regola, is the seventh district of Rome. After extensive research and interviewing at the wrong location, Piazza Navona, my partner and I discovered that we had been exploring our Rione all along! That is, Campo di Fiori is just on the outskirts of the Regola Rione. Regola or Rule is confined between the following boundaries: east of the Tiber River, south of the Parione Region (i.e. Piazza Navona area),  and  southwest of Campo Di Fiori. It is home to Piazza Della Quercia, Piazza Delle Cinque Scole, Piazza Farnese, and Piazza Capodiferro. Before delving into the couple of interviews that my partner and I conducted, I wanted to share a couple of facts.  Regola or Regula means sand. Floods during the middle ages deposited sand along the banks of the Tiber river. According to website sources such as www.romeartlover.it, Rule used to be an area where artisans and craftsmen of their respective areas had shops. An interesting fact is that the street names are still named after their respective field of work that took place there.

In our search for a resident of the Regola Rione, we went into local shops including a tobacco store and a shoe store but to our dismay we weren’t able to find a resident that lived near Campo di fiori. We had the chance to speak to Bill the chef. Who has been living near the Campo di Fiori for almost 20 years. He admits that it takes a while to adjust to the loud noise at nights. He mentioned that the residents whom used to reside in of Dr. Julie’s apartment at first had trouble sleeping through the noise. When they returned to the United States they had to tie cans to the tail of their dog to fall asleep! For Bill, Campo di Fiori is a convenient place to attain fresh fruit and vegetables. Although my partner and I found it difficult to interview a resident from our assigned Rione, I had the chance to make many observations of the neighborhood when walking to class in the mornings and when returning to my apartment in Trastevere. In the morning, the neighborhood is awake and lively. Children and youth are on their way to school, business owners are preparing for the day, construction workers are bustling away, the city maintenance team performs the first round of street sweeping (the streets are swept at least three times a day, it seems). At night, restaurants and bars open. On weekends, the extra narrow streets of Rule get jam packed with people and cars. Making transportation impossible and barely plausible by foot.

My first impression of Regola was the same as a tourist from Finland who described the Rione as “lively.” She referred to the Campo di Fiori as well as the neighborhood. She mentioned that the area offered “a variety of goods from fresh foods, clothing, and everything in between.” Although, she was passing through with a group of friends she had great interest in returning.

Pigna is the ninth district of Rome. My initial impressions of this Rione was that it contained a lot more history, ridiculous I know, but I am basing it on the physical presence of more famous landmarks (as compared to the Regola Rione). The area appears to be more commercial than residential. It is the quarters to the infamous Pantheon. My first visit to the Pantheon was during a class excursion to Piazza Navona as well as the Pantheon with Margaret Brucia. Iwas struck by its size and the archeological detail which seemed to radiate from the monument. From the information given in the lecture prior to the excursion, I learned that the Pantheon was a place where all gods were praised. It houses the largest dome made out of concrete! It has a remarkable opening in the middle called the oculus, a circular window to the sky, that makes for a beautiful image in times of rain. Pope Urban VIII ordered for the bronze ceiling of the Pantheon to be removed and melted for other purposes around the city, including the Vatican. I’ll be delving into the history of the Rione of Pigna in my Rione assignment.

For this assignment I focused on the Pantheon. From the visits I was able to make, I observed that it is visited by tourists during all hours of the day and night. On one particular night, while devouring a cone of gelato from Gelateria Giolitti (highly recommended, President Barack Obama had a serving from this gelato shop) with a group of friends. We couldn’t help but to hear two young ladies yelling at a man behind them. At first, we thought they had a little too much to drink and were in the middle of a quarrel. When paying closer attention we knew that wasn’t the case. The two young ladies were sisters and the man behind them was the husband of one of the two. In plain sight of the audience sitting around the fountain, the man raises his hand and slaps his wife. The sister in bafflement raises her hand and voice. In less than five minutes, the parents of the sisters arrive. The father was unresponsive to what the defending sister had to say about the situation. The mother, already angry, turned to her son-in-law and confronted him. The defending sister continued to describe what had occurred. I was surprised by her next move. She called on one of my friends and myself to defend her and explain what we saw. We both agreed with her and told our version of the scene to the mother. After intervention from an outside source, the father at last believed his daughters. Although he wasn’t as hostile as the mother, he made it clear that the man was to never to see his daughter again. After a quick conversation with the family I discovered that the couple were newlyweds who had been married for only two weeks. The family was from Venezuela and the ‘husband’ was Italian.

I realize the scenario I have described might be too invasive and graphic, but I feel it must be included within my impressions of the rione. For starters, I am grateful that it occurred in a public square and a popular one, at that. I was also able to recognize, witness, intervene and aid a victim of domestic violence. When I returned to my group of friends, I couldn’t help but to feel upset at the fact that the chances of the newlywed couple of ‘resolving’ the problem were likely and that the scenario would repeat itself. That night I replayed the scenario in my mind and asked, had the situation been different had it occurred in a place where tourists frequent less? The answer is unknown. Global issues such as domestic violence, feminism, and traditional familial and cultural values are heightened and emphasized in a foreign place. That was the first case of domestic violence that I heard about during my stay in Rome. I must admit that I am frightened by the silence. Are there resources and help from women and men seeking help?

The Pantheon is a place of history and an emblem to Rome. I am curious to learn more about the Pigna Rione and  the people that live, work and visit the area.

My Artist Statement

I entitled my piece “See past my shades…I dare you” as a bold statement to the audience that there is always more than meets the eye to every individual. Empowered by two cultures, represented by the American and Mexican flag in the background, I look forward to my past, present, and future that are depicted by the images in my sunglasses (the shape and style of the glasses are the same as the ones I utilized in Rome). On the left lens I have drawings of books and students confined by a metal fence. Next to the fence is an image of metal pliers, symbolism of my attempt to overcome borders that exist within education and any outsider who is striving to obtain it. On the right lens I have images of Rome as a city in the shadow of religion and tradition, where it’s not too certain about its future. I decided to leave the color of my face blank, as justice is color blind. The image of the serpent on the right hand side is to symbolize the vivid snake that Fatima saw at the foot of her bed the morning after she returned to her home country. Although a scary image, the serpent is a reminder that no matter how far or how long we attempt to escape our past, our identity, we will always return to it. 

Beginning thoughts of "Multicultural Literature in Contemporary Italy"

            As I read the introduction to Multicultural Literature in Contemporary Italy , I couldn’t help but to nod my head in approval and to highlight the many ideas concerning resiliency tactics that are utilized by immigrants to overcome the pain and tension endured on their journey away from their homelands. I particularly enjoyed the idea of humor as a tool to combat oppression. From personal experience, my family and friends incorporate humor into their stories when expressing their experiences with immigration to not only ease the tension of the conversation but to ultimately establish the notion that life is a struggle, the key to survival is being equipped with the right mentality. I agree with Mikail Bahktin’s perspective about laughter as a tool of freedom, who was referenced by Marie Orton and Graziella Parati  "laughter could never become an instrument to oppress and blind the people. It always remained a free weapon in their hands" (pg. 15). Humor is universal. By incorporating it to life experiences, the tales of Italian immigrants will become more 'humanized' (as the audience reads their stories they will, hopefully, no longer see their story as that of an immigrant, but rather that of an individual) ultimately making their stories easier to relate to. I also enjoyed the analogy used to describe the potential that humor has to create social movements. According Orton and Parati, the potential of “grotesque, satire and irony” is to take light (criticism; struggle, pain, desolation) and to” turn it into something that burns.” The power of the light is that of which, “can set fire and even destroy barriers”(pg. 15).

The first story I read was Salvation by Amor Dekhis. Amor is an immigrant from North Africa. From my knowledge of Mexican migratory trends in the US, he serves as the contact person in the desired country who is responsible for assisting their relatives or friends in finding a job, situating, and ultimately obtaining documentation. To a certain extent I agree with Amor’s concern of the high standards that many immigrants have of Italy,  within a few weeks of their arrival their optimism is replaced with disappointment.  This is also the case in the US, where many Mexican immigrants arrive and our surprised to discover that the opposite holds true of what they concocted in their minds.

I'm not too sure if I agree with Amor's decision of avoiding contact with his 'clients'. I believe a warning about the difficult situation in Italy to his friends is enough. At the end, it is up to the individual to choose whether to immigrate or not. Amor might be saving himself  a lot of turmoil by avoiding his contacts, but he is potentially putting his friends and relatives in danger. If one is determine to come to a country, they will do anything within their power to come. In other words, they will find another contact, who might or might not be as informative or caring as Amor. I’m looking forward to learning more about the experiences that Italian immigrants encounter. I’m particularly looking forward to the themes that will arise within their stories. There are high chances that they will be similar to those experienced by immigrants around the world.