Rapporto finale/ Final Report (ITA-ENG) - Casa di Carità Arti e Mestieri

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The diversity of contexts also resulted in a diversity of targets which was, at times, substantial. Although
the activities targeted second-generation migrant students in all four countries, the characteristics
or each target group varied from case to case.
For instance, young detainees or youths involved in the criminal justice system were only involved in
the project in Italy. Also in Italy, the schools targeted by the partner Il Nostro Pianeta mainly consisted
of pupils in classes three and four, many of whom were girls. At these schools preference was given
to students attending state vocational training courses over those studying for a diploma, to comply
more closely with the project’s target group.
In Germany there was a course specifically for the disabled and for young people who, having suffered
a physical or psychological trauma following a road accident, or other similar event, were forced to
change their job. This partner also chose to include migrants and natives in the position of having to
change career paths. The learners included by this partner were slightly older than those in the other
countries (15 – 18 in Italy, France, Spain; 25 – 30 in Germany).
In France, one set of activities in particular addressed students following a separate learning path.
Some activities involved pupils at schools as well as young people attending neighbourhood community
centres in the city of Lyon.
In Spain the young people involved, aged between 16 and 23, were in the last year of compulsory
education, at secondary school or on vocational training courses.
The positive aspect of the variegated scenario described above is that, despite the practical
difficulties described later on in this report, it was possible to test a plurality of factors and
methods of action.
Comparative research methods were used to compare these and identify the most effective means
for responding to problems of intolerance and discrimination in educational contexts: these elements
are highlighted and analysed in the following pages.
HOW IS DISCRIMINATION MANIFESTED AT SCHOOL?
THE MAIN ASPECTS OF DISCRIMINATION THAT EMERGED IN
THE EUROPEAN CONTEXTS
Despite the great diversity of the contexts in which the Cross Community Schools project was conducted,
it was somewhat surprising to note that the different aspects of discrimination are frequently
manifested in the same way and that stereotypes, even if not discriminated against or subject to
intolerance, frequently recur in very different national and educational contexts.
The preliminary analysis of the most widespread forms of discrimination provided an important starting
point for the partners in the project to discuss the problems to be addressed and guide their subsequent
choice of the issues to be dealt with and the different ways of doing so.