LA PLURIMOBILITÀ IN CONTESTO MIGRATORIO E I SUOI EFFETTI SULLA SCUOLA: UN’INDAGINE TRA FRANCIA E ITALIA
DOI:
https://doi.org/10.54103/2037-3597/32005Abstract
Questo articolo esplora le trasformazioni contemporanee dei fenomeni migratori alla luce di approcci che ne sottolineano la natura dinamica e non lineare. In particolare, viene approfondita la nozione di plurimobilità, intesa come insieme di traiettorie migratorie pluridirezionali che conducono individui e famiglie a spostarsi tra diversi contesti nazionali nel corso del tempo. A partire da tale quadro teorico, il contributo si propone di analizzare le implicazioni linguistiche e educative di queste mobilità reiterate, con un focus sui contesti scolastici in Francia e in Italia. L’analisi si fonda sui risultati del progetto PLEI (Plurimobilité, langues, éducation, inclusion), che adotta una metodologia multi-sito, esaminando due regioni dei paesi considerati. I dati raccolti mettono in evidenza l’impatto della plurimobilità sui percorsi scolastici degli alunni, così come percepito dagli/dalle insegnanti, sulle pratiche educative e sulle configurazioni plurilingui delle classi, offrendo spunti rilevanti per ripensare le policies locali e le pratiche educative stesse in una chiave inclusiva.
Plurimobility in the context of migration and its impact on schools: a study across France and Italy
This article explores contemporary changes in migration patterns in the light of approaches that emphasise their dynamic and non-linear nature. It examines the concept of plurimobility, understood as a set of multi-directional migration trajectories that lead individuals and families to move between different national contexts over time. Building on this theoretical framework, the paper aims to analyse the linguistic and educational implications of these repeated mobilities, with a focus on school contexts in France and Italy. The analysis is based on the findings of the PLEI (Plurimobilité, langues, éducation, inclusion) project, which employs a multi-site methodology across two regions in each of the countries under consideration. The data collected highlight the impact of multiple mobility on pupils’ educational pathways, as it is perceived by the teachers, on teaching practices and on the multilingual configurations of classrooms, offering relevant insights for rethinking local policies and educational practices themselves from an inclusive perspective.
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