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Intercultural education in Italian GeographyPeris Persi, Erika RoccatoInstitute of Geography, Urbino Universityvia Saffi, 15, 61029,, Italye-mail: persi@uniurb.it; erika.roccato@uniurb.it; erikar@libero.itAbstractItalian geographers have long been interested in migration issues, with their main focusbeing traditionally on quantitative and distributive aspects. Since the 1970s, they took up aninterest in more specific issues, such as gender migration and, from the 1990s, integration.The increasing presence of ethnic minorities in Italy has changed the ratio and relationshipsbetween migrants and locals, as can be most easily appreciable in schools. This has unchainedproblems related to integration and exclusion, with special vigour in large urban centres,where extremism is increasingly manifest. Geographers have become aware of this, andof the role the discipline can have in promoting the development of a intercultural society.Thanks to its educational vocation, geography can teach that there is equity among all regionsin terms of rights, in spite of the undeniable environmental and cultural differences. Moreand more often geographers have presented papers or promoted specific conferences onthis topic. Intercultural issues are being recognised as the only way forward for the social,economic and cultural development of the country.Key words: Italian geographers, geographical education, migration, intercultural problemsEarly StudiesThe interest of Italian geographers has been associated with the problems ofemigration concerning their national territory for a long time. This migration wasremarkable between the end of the 19 th century and the beginning of the followingcentury and was renewed with “less emphasis” between the two wars and after theSecond World War. In the latter period, migratory flows were in fact characterisedby a definitive emigration towards the Americas and later towards Australia.Consequently this produced negative effects on the regions of departure, deprivedof labourers and loved-ones, and also in the areas of arrival because of the difficultyof social and productive integration into the new territories in which the emigrantsfound themselves.There were several reasons for being interested in these themes, both epistemological,because they formed part of the geography of population, and related to theprotection of the national communities that were formed in distant countries but alsobecause they had to face profoundly different natural and political environments,with different traditions and languages, and other laws and lifestyles. In addition,Italians were met by the typical diffidence towards the foreigner; they were oftenrelegated to the least desirable work, and fell into the inevitable tendency to face258
the new contexts by creating highly cohesive ghetto communities that sometimesfavoured the origin of criminal organisations.Geography and MigrationIt was, not until 1961 before a national Geographic Congress concerned itself withthe geography of migration. On that occasion, Elio Migliorini, after having reaffirmedthe multidisciplinary implications of the theme of migration, highlightedthe contribution of geographers, pointing out the areas of research most distinctlyof territorial character, without however touching cultural aspects: in any case, thetopic was limited to Italian emigration abroad. In 1975, with the Salerno GeographicCongress, geographers took note that Italy was now becoming the country of arrivalfor the disinherited in search of work (Caldo, 1975), with successive in-depth studieson the Sicilian (1981) and Piedmont (1984) realities. In these studies the author showedparticular interest in cultural exchanges and, above all, underlined social aspects,work and housing conditions, the difficult encounter between profoundly differentlifestyles and cultures, and the lack of mutual linguistic knowledge and centres ofassociative centres.Still in the 1980s, in coincidence with the increasing presence of female geographers,a sensitivity towards more specific themes developed, such as the geography ofgender, aimed at showing the female contribution to immigration and to see immigrationfrom the point of view of women (Arena, 1983; Brunetta, 1995−96). At the 1983XXIII Geographic Congress, Vincenzo Guarrasi took up the relationships betweenmigration and the local culture, with reference to the Tunisian presence in the fishingtown Mazara del Vallo. Then starting from the 1990s, the Italian scientific researchof cultural issues and migration became increasingly richer, coincidently with theincreased weight that foreign immigration was assuming in Italy. Symposia, meetingsand study seminars became occasions for comparison and discussion about the initialresults of research. In-depth and accurate analyses of the phenomenon at differentlevels (national, regional, local) were made by the workgroup of the Association ofItalian Geographers (A.Ge.I) on foreign immigration in Italy, initially coordinatedby Giovanna Brunetta.In 1993, in Cagliari, Maria Luisa Gentileschi, already coordinator of the A.Ge.Iworkgroup on population mobility in Italy, organised, in collaboration with othergeographers, the first Italian-British Symposium on the Geography of Populationwith the title “ Questions of population in Europe: urban areas, ethnicity, centreperipherydynamics”. On this occasion, Italian and British geographers confrontedeach other on themes of great topicality. As far as the Italian reality was concerned,specific research highlighted the situation in a number of regions most interested inthe migratory flow: Friuli-Venezia Giulia, Veneto, the province of Messina, and themetropolitan area of Bari (Gentileschi, King, 1996).The first meeting of geographic studies entirely dedicated to the theme of recentimmigration was held in Macerata in 1996 with the title: “Immigration and multiculturein Italy today: Territory, problems and didactics.” It tackled various aspects,among which emerged the first most clearly intercultural contributions, the role259
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
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Page 214 and 215: nationalize their undergraduate and
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Page 220 and 221: have also affected the number ofGeo
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Page 224 and 225: In the Primary school curriculum, G
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Page 230 and 231: What Europe do we teach?A view from
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Page 236 and 237: Geography Forum: Intercultural Lear
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Page 242 and 243: Higher education (University) as a
Page 244 and 245: This table shows the importance of
Page 246 and 247: the studies on what exists, to cons
Page 248 and 249: 248taught in the foreign language e
Page 250 and 251: as K. De Bot calls it, is a variety
Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 256 and 257: Why geographers should be able to s
Page 260 and 261: of geography in the process of inte
Page 262 and 263: 9. BRUSA C., ed. 2002. Processi di
Page 264 and 265: Nowadays, according to the literatu
Page 266 and 267: In the gymnasium and in high school
Page 268 and 269: 3. Dziennik Ustaw nr 61 z dnia 19 c
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Page 272 and 273: dropping litter. There is circle ti
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Page 276 and 277: The role of geographical education
Page 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
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Page 284 and 285: Some backgroundFor a number of year
Page 286 and 287: issues that will shape the future g
Page 288 and 289: Geography and Environmental Science
Page 290 and 291: (2000) cautioned an awareness of cu
Page 292 and 293: Geography and Languages in Intercul
Page 294 and 295: Table 1. The most widely taught for
Page 296 and 297: the whole world will, according to
Page 298 and 299: References1. CALVET L. J. 2002. Le
Page 300 and 301: Sustainable development: let geogra
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Page 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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