Minori stranieri non accompagnati nella scuola italiana: tra confini istituzionali e sconfinamenti soggettivi

Journal title MONDI MIGRANTI
Author/s Alessandra Barzaghi, Mariagrazia Santagati
Publishing Year 2025 Issue 2025/2
Language Italian Pages 22 P. 77-98 File size 278 KB
DOI 10.3280/MM2025-002004
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: This article explores the experiences of Unaccompanied Foreign Minors (UAMs) in the Italian schools, analyzed through the critical lens of "borders”, an epistemological position and theoretical perspective for understanding processes of exclusion and practices of resistance. The topic is explored by combining quantitative data from a national survey on a sample of reception centers and 52 biographical interviews with UAMs, collected as part of a wide mixed-methods study. The results show that UAMs face both material and symbolic borders defined by the migration and school regimes, which are examined here in their intersection with spatial and temporal dimensions. These borders limit their access to inclusive education orienting them towards segregated educational spaces, but UAMs express strong individual agency through practices of debordering, valuing learning as a key to adaptation and resistance.

Keywords: unaccompanied foreign minors; educational inequalities; borders; agency; learning.

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Alessandra Barzaghi, Mariagrazia Santagati, Minori stranieri non accompagnati nella scuola italiana: tra confini istituzionali e sconfinamenti soggettivi in "MONDI MIGRANTI" 2/2025, pp 77-98, DOI: 10.3280/MM2025-002004