Architecture of Integration:way to an inclusive elementary school

Ceylan Sener

credits

091420 - IC ADAPTIVE REUSE: ACTIVE-ACTION STR academic year 2011-2012

Prof. Gennaro Postiglione

Faculty of “Architettura e Societa`”

Politecnico di Milano

Discussions held in the studio ic adaptive reuse, on migration made me reflect upon the question of identity and the contradictory meeting of the cultures. Hence I took a journey to understand the means that can help to improve this process...

identity is a matter of discoveryHomi Bhabha

INDEX

INTRODUCTION: THE OTHERIntroductionQuestion of identity

MIGRATION IN ITALY Introduction History of immigration and emigration in ItalyImmigration in MilanStudents and foreigner students in MilanConclusion

EDUCATION SYSTEMIntroduction

Italy:Ministerial approachPedagogy and architecturepedagogical methods:Steiner,Pizzigoni, MontessoriIntercultural Pedagogy EU:Unesco toolkit for inclusive and learning-friendly environment

Conclusion

RULES/ POLICIES/ LAWSIntroduction

ind

ex ind

ex ind

ex ind

ex

INDEX

Italy:-Cronologiacal history of main laws in Italy on immigrant students-Guidelines for welcoming and integrating foreign students-Italian way to intercultural school and integration of foreigner studentsEU:-Education and Migration: strategies for integrating migrant children in European schools and societies-EURYDICE: integrating immigrant children into schools in Europe-OECD: realizing the potential of immigrant studentsConclusion

EVALUATION OF INTEGRATIONMIPEX

CASE STUDIES

PROGRAM

BIBLIOGRAPHY

Introduction: the other

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Introduction:

“ “First of all,” he said, “if you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view […] until you climb into his skin and walk around in it.” ”1

Arrivals of foreigners and their integration process have always inflamed conflicts, due to matters of identity and cultural, religious and ethnic backgrounds. Even though migrations have happened from the beginning of history, self-categorization and labeling of “the other” has never been overcome.

My interest in this subject comes from the question of identity and how differ-ences can be recognized and accepted or tolerated and weather architecture can have a reconciling role in this process. So, in the course of this thesis, you will encounter some figures such as Martin Heidegger, Juhani Pallasmaa; as well as Homi Bhabha and Edward Said, the latter two being experts on post-colonial studies, whose writings deeply had an effect on me, and helped me to value the balance between architecture and identity.

Italy today is suffering increasing numbers of immigrants and trying various methods for their integration, for the development of the country. The reason I am focusing this research in Milan is firstly because, I live here, as a foreigner and also because Milan has the highest percentages of immigrants in the country, hence engaging with the issue at a larger scale in comparison to the rest of the country.

1Lee, 1998, pg.32right page: *Berger,1972 pg.8image: Berger,1972 pg.17

1111

Introduction:

*“The way we see things is affected by what we know and what we believe”

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Education is one of the most efficient and influential ways for integrating immigrants into the local community. Significant studies are carried out by the EU commission and organizations such as UNESCO, in order to facilitate this difficult process, with which you will come across in more detail, further on in my work. These studies take schools as their means of reaching out to the immigrant com-munities and applying the suggested professional methods for a coherent progres-sion.

The relationship between education and architecture is not a new idea. For ed-ucation there has always been the need of an adequate environment and space. As we know today environment and surroundings (colours, noise, adequate music, and arrangement of the room…) affect our perception and learning skills. We come across such explorations on the improvement of learning already in ancient Greece. Nevertheless, our approach towards this subject was re-awakened by peda-gogues such as Frobel, Montessori and Pizzigoni only in the beginning of the 20th century, whose ideas are still widely followed and practiced.

Today education is a right but laws integrating also the immigrants came very late in time. Even though schools have existed since ancient Egypt and ancient Greece, firstly they were available only for rich families’ children. The first schools available for a wider range of the public were seen in the Ottoman Empire under a system called “Kulliye” including, dining halls, healthcare and accommodation built around mosques. In Italy, the law which gave the right to education all children including for-eigners came in 1989. Today pedagogues such as Mariangela Giusti are working on inter-cultural pedagogy in order to ingrain this system to the existing institutional structure and to involve foreigners further in this established composition. “Integration pedagogy is brought to life in the classroom that is why it’s an area which is worth to explore.”1

My thesis is exploring an architecture that can support the contemporary peda-gogical theories and other major researches on this topic in order to facilitate the integration of immigrant students into the local culture.

1 Giusti, M, 1995, pg.19

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In the course of this thesis I attended seminars, given by the representatives of the inter-culture department of MIUR (the Italian education, university and research minis-try) (Vinicio Ongini) and acclaimed professors of inter-cultural education (such as Mile-na Santerini), that clearly laid out the problem Italy is facing in terms of integrating immigrant students into schools. I have gathered newspaper articles that addressed the daily problems encountered, and followed methods such as: data collection on student population, quality of education and success rates of immigrant students (OECD); analysis of theoretical works and practical ones that also addressed to the prerequisite of architecture for a better educational environment.

In the following chapters you will follow a journey that starts from outlining both the historical and contemporary phenomenon of migration, through numerical data which finally will focus on students in Milan. Having sketched the general situation, I will then explain the methods used for education in Italy today and others outside Italy highlighting the positive ideas for “integration architecture” and the gaps that are to be addressed. Since the topic of immigrant students does not only take in hand students but a wider political issue, I also will give details on laws, rules and policies that are followed in Italy and will compare them to the newer ones ap-plied in Europe; I will also support the need of attention in the field of integra-tion of students with an evaluation called MIPEX, which proves yet again the gaps in the Italian system. Finally, I will make various case studies, focusing on aspects that attracted me and that can create the environment for “architecture of interchange and contact”.

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Question of identity:

Identity means, according to Oxford Dictionary, “Who or what someone or something is”. The second meaning given in the Dictionary comes from the etymology of the word. Latin “identitas”– “idem” means the same and the latter definition for identity is “being the same”. Understanding this word under different subject titles can help to elaborate. For example; in psychology it is “self-image”, in sociological terms Erikson explained that it’s the role and behaviour. Hence, it is the collection of roles that a person might play in the society: social identity and cultural identity. In philo-sophical terms there are many views. One of the most famous quotes by Descartes is “I doubt, therefore I think, and therefore I am”. Nietzsche on the other hand wrote that the soul is a continuously changing thing since it constantly interacts with new forces.

For Heidegger self and its existence are the matter of interest. In his writings we come across identity as the social identity of how a person is ought to be. He argues that this perception distances the self away from the question of being and the reality of death. He believes such formwork and routines are hypnotising one in order to live an immortal regular life without questioning existence. He states that “being” appears mostly in moments of “high emotion” such as storms, earthquakes, fall-ing in love and death because these moments reminds one of the powerlessness and the insignificance of the routine we create for ourselves in order not to realise our time and frailty. Other indicator and reminder of our existence is nature. He states that people first make sense through the inhabitation of their surroundings and emotional responses to them. For example, our shadow or/and nature are reminders since they help to place ourselves in the totality. Architecture is a means that can help to centre the people in this totality. He explains the “nearness to things”. “Things” are focal points of attraction around which people gather such as a dining table and this brings “near-ness”. Nevertheless as it is happening in the globalised world “nearness” to “things” disappears gradually by faster travelling, mass media, and means of communication …

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Question of identity:

“…Our species, when one day it is completely formed, will not define itself as the sum of the world’s inhabitants, but as the infinite unity of their reciprocal relations” SartreThis definition brings to the mind another kind of relationship between identities. Rec-ognition of a new culture is necessary for this contact where the plurality in our identities has to be accepted and each taken as an individual as a part of the totality. As we all would know this relationship between cultures has never been easy. “Post-colonial theory has had a significant effect on the way we understand intercultural relation today and historically. Since the 1980’s, the lexicon of postcolonial theory, the concepts it uses to represent cultures and cultural interaction, have penetrated the rhetoric of contemporary politics, international trade and all areas of academia. Need-less to say, postcolonial discourse has also had an effect on architecture.”1 For the link among cultures as well as architecture Homi Bhabha’s work is one of the most significant today. For this thesis which is focused on immigrant students, “hybrid-ity” would be an important term to explain. “Hybridity and hybridisation are important concepts to address questions about minorities because they do not aim to reduce but to maintain difference as an inherent characteristic of all cultures”2 Hybridity is a continous process of cultural production that is formed by the merging of the cultures which involves the deformation of the original. Spatially expressed it would be the “Third Space” in which this mediation takes place. A space that according to Bhabha that is not necessarily through architecture. However in the context of this thesis, the primary school could be seen as the “Third Space” where this interaction among various cultures occurs. During an online lecture of Homi Bhabha on the global memory and “thoughts on barbar-ic transmission of culture” I have come across Emily Jacir’s video installations. Bhabha showed Jacir’s pieces called Ramallah/New York (available on next page) which are installations that show the striking similarity of the daily routines, such as going to the hairdresser, that take place in these two very different cities. Heidegger’s critiques on the fantasy world, the routine and how the repetitive identity distracts one from the real-ity of time and nature is also easily readable in her work. Bhabha further explaining into his lecture added that these images tell us about “half life heritage” where the memory

1 Hernandez, 2010,pg.12 Hernandez, 2010, pg.71

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is stuck between the two. “The past refuses to die and the future will not wait to be born” so it is an artificial island that the body exists between time and space. You will encounter this idea of a “half life” further on in the inter-cultural stud-ies explained by Mariangela Giusti who stresses the lack of dialogue due to a global connection that happens through means of technology and how this creates a gap leaving students between country of origin and the country of immigration. And how this “half life” or “half-multi-belonging” influences the integration procedure.

In architectural terms, the integration procedure is taken on from a very different an-gle in the work of Juhani Pallasmaa. He states: “Touch is the sensory mode that integrates our experience of the world with that of ourselves. Even visual perceptions are fused and integrated into the haptic continuum of the self; my body remembers who I am and where I am located in the world. My body is truly the navel of my world, not in the sense of the viewing point of the central perspective, but as the very locus of reference, memory, imagination and integration. It is evident that “life-enhancing” architecture had to address all the senses simultaneously and fuse out image of self with our experience of the world. The essential mental task of architec-ture is accommodation and integration. Architecture articulates the experiences of the being-in –the-world and strengthens our sense of reality and self.”1 Pallasmaa explains the multisensory experience as a strengthening of the reality. This constant interaction triggers all the senses and fuses them into each other allowing one to discover him/her self. The discovery of being is also related to time as we had seen previously in Heidegger’s and Bhabha’s ideas. Pallasmaa in his book tells us the importance of this factor and how architecture can trigger this rather in a straightfor-ward way. He states that we have come to build ageless metal buildings that are ever shiny and clean that never show the effects of time as human beings deny getting old and have been practicing methods to overcome time and consecutively death. However this effort is only creating an illusive routine rather than grasping the reality of existence. So architecture in his words: “should domesticate endless time and enable us to inhabit the continuum of time.”2

1 Pallasmaa, 2005, pg.112 Pallasmaa, 2005, pg.32image: http://www.flickr.com/photos/rummenigge/2456384502/

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In this thesis I am not looking for an utopia of harmony but empathy, a recognition of frailties, imperfections but also collective power. The need of interaction which is also the base to self discovery, has been proven also through science. Mirror neurons that are triggered when someone in front of us is going through a certain emotion make us feel similar sensations. During a lecture on empathic civilisation on Jeremy Rifkin’s ideas, where I came across this scientific experiment held in Parma which were to first steps towards understanding mirror neurons. At the end of the lecture the scientific conclusion was explained: that we, human beings, due to our biology, are looking for sociability, attachment, affection and companionship, to sum up belong-ing. Hence are programmed to empathise and to connect.

Ramallah/New York, by Emily Jacir

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Bibliography:

Books:

Berger, J., (1972) “Ways of Seeing”, London: British Broadcasting Cooperation

Giusti, M., (1995), “L’Educazione Interculturale nella Scuola di Base”,Italy: La Nuova Italia

Hernandez, F., (2010), “Bhabha for Architects”, NY: Routledge

Lee, H., (1998), “To Kill a Mockingbird”,

Pallasmaa, J. (2005), ‘The Eyes of the Skin’, UK

Sharr, A., (2007), “ Heidegger for Architects”, NY: Routledge

Online lectures:

Homi Bhabha, On global memory, [online] Available at: http://www.youtube.com/watch?v=5Fp6j9Ozpn4 [Accessed 23 September 2012 ]

Edward Said, Orientalism, [online] Available at: http://www.youtube.com/watch?v=PLmAqdEafcQ [Accessed 23 September 2012 ]

RSA, Changing educational paradigms, [online] Available at: http://www.youtube.com/watch?v=zDZFcDGpL4U [Accessed 23 September 2012 ]

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Migrationin Italy

1876-1986 27 million Italians left Italy, half of them permanently

today ,3.5 million resident foreigners in Italy...

“Gli emigranti” (The Emigrants), a 1895 painting by the Livornese Angiolo Tommasi, National Museum of the Italian Emigration

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Introduction:

Italy, today home to about 60 million Italians has always been under the influence of people flows since the ancient history. This country currently holding a foreign resident population of about 4 million people, has been home to many differ-ent civilizations and groups throughout its history.

The word migration is originally comes from *migwros, from PIE *meigw- (cf. Gk. amaibein “to change”, from root *mei- “to change, go, move”. 1 This movement and change happened for various reasons in the course of history, for instance: famine, overcrowding, search of new commercial outlets. This change usually caused con-flicts over the lands of passage or temporary and permanent settlement. Cultures assimilated and the exchange gave birth to new cultures. One of Homi Bhabha’s most acclaimed terms, “hybridity” would be a great definition for this new culture. For Bhabha hybridity is not a sole combination of elements but it is a process. He states that cultures are not pure in the globalised world and they are continuously rearticulated. “Hybridity is... a sign of cultural productivity which undermines the ideas of both originality and purity.” 2 which if we look at the history of the civilizations today is unevitably clear.

In Italy first traces of contact with the “others” can be seen in 17th century BC with Greeks. In the 8th century BC migrating Greeks settled in Sicily and southern Italy which is today referred to as “Magna Grecia”. Roman Empire when founded, in-herited this culture which we can see today in literature and many other subjects.The remains of this Greek “contact” can be seen even today in the Griko tradition of southern Italy through the local language and their traditions. 3

In antiquity, during which Italy had its glory with the Roman Empire, the great migrations also known as the Turkic migration took place. This movement that started in the 4th century not only reshaped Asia where the Turkic tribes were coming from but also

1 http://www.etymonline.com/index.php?term=migration (etymonline.com) 21 Aug. 12. 2 Hernandez, 2010,pg.67

3 Cerchiai, pp. 14–18

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Europe, pushing down the barbarians from the north of Europe and finally causing the collapse of the Western Roman Emipire in 476. Italy after this period of migrations, was under the rule of Germanic tribes followed by, Frankish Empire domination under the rule of Charlemagne in the 8th century. The unity came only in the 19th century. This flow of cultures into Italy was not the only side to the migration story. As pictured in Tommasi’s “The Emigrants”, (1895) Italy was not only receiving immigrants throughout its history but also being left by Italians with feelings of anguish, mostly due to the economic reasons. Some data shows numbers over 25 million emigrant Italians.

Italy, in the last decades had become a country of immigration and consecutively had been facing its problems. Due to the crisis today (2012), especially felt through the southern Europe, Italians have started to emigrate again. However after having grasped and accepted this continuous movement around the world, I will focus on the data on the immigrants of Italy and Milan which keep growing. This will give a better understanding of the phenomena in order to develop the thesis for proposing ways to integrate the immigrants into the society and make them become part of the local community.

In order to develop a better understanding of the situation, in this chapter I will follow a chronological order on numerical data concentrating firstly on migration in Italy. I will then focus my attention on Milan, which is the main city of north Italy that receives the highest numbers of immigration in Italy and finally I will pull your attention to the data on students, comparing rates and numbers between foreign and Italian students also relating them to types of schools and their locations in Milan.

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Migration flows of ITALIAN NATIONALS 1876-1986:*data: IDEA working paper, pg.6

This map shows us the migration flows of Italian nationals between 1876 and 1986. In this period about 27 million Italians left the country and settled in other European countries, in the US and South America. We can see that the peak of the emigration happened between 1879 and 1915 during which about 14 million of the departures took place.

ITA

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2727

1876 1896 1906 1916 1926 1936

emigrants

immigrants

1946 1956 1966 1976 1986

300

200

100

0

100

200

300

400

800

500

900

600

1000

700

1886

values in thousand

date

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INTERNATIONAL migration flows, Italy post WW2 1955-2005 (absolute values):*data: IDEA working paper, pg.13

Immigration in Italy started most significantly in the 60’s. This was the period in which Italy had an economic boom. In this period was not only an international migration but also an interregional flow of about 9 million people in Italy. According to statistics published by Istat in 1st January 2011 the resident foreginer population in Italy is 4,570,317 which is the 7.5% of Italy’s population.

ITA

LYM

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N+

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2929

20052000199519901985198019751970196519601955

450

350

250

150

150

50

50

400

300

200

200

100

100

0

emigrants

immigrants

net migration

values in thousand

date

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3 Main post WW2 phases of migration in Italy:*table: IDEA working paper, pg.81

1945-1972

Labour emigration

Labour migration towards west

Bilateral agreements with immigration countries. Strong economic growth.

Strong economic growth. Positive politi-cal climate towards migration inflows. Recruitment of foreign workers. Princi-ple of free circulation of workers within the EEC.

Period:

Phase:

Main Flows

Migration policies and domestic context

International context

1

*The table shows a period until 2007 but as explained before, today (2012) in Italy a flow of emigration can be tracked again due to economic crises.

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3131

1973-1989

The transition from emigration to immi-gration country

Return migration exceeds emigration. Foreign immigration.

No legal framework: first law in 1986. Positive general attitude towards for-eign immigration. Lack of siutable chan-nels for regular entries. Regularisation (1986)

Stop policies. Zero net migration policy.

1990-2007

Stabilisation as an immigration coun-try.

Growth of immigration.

Three main laws: 1990, 1998 and 2002. Migration becomes a controver-sial issue in political debate. Public con-cern. Channels for regular entries still lacking. Regularisations: 1990,1995, 1998,2002.

Fall of the Berlin Wall. Role of EU grow-ing in migration issues. Gradual incor-poration of CEE in the EU migration system.

2 3

Country of origin of resident foreigners in Italy:*map:File:Stranieri_in_Italia_2008.png

mig

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ITALY

ITA

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ITALY

500.000+

50.000 - 74.999

10.000 - 49.999

250.000 - 499.999

75.000 - 99.999

100.000 - 249-999

population

ITALY

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Immigration in MILAN: *data: comune di milano 31.December 2011

According to statistics, Milan has 1.324.110 residents of which 979.743 are Italians and 236.855 are of foreign origins. So about 17,65% of Milan are foreigners. Of these foreigners the main 8 are shown in percentages on the following pie chart.

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foreigners 17,65%

italians 82,35%

Filipines 15,5%

Egypt 13,2%

China 8,7%Peru 8,1%Ecuador 6,2%

Others

Morocco 3,5% Romania 5,6%Sri Lanka 6,1%

1.324.110 residents in Milan

979.743 Italians

236.855 foreigners

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Percentage of resident foreigners by zones of Milan:*data: comune di milano 31.December 2011

Distribuition of foreigners, through the data of residency, are quite homogenous in the city with a few exceptions. In this map we can see that zone 2 consisting of “Porta Nuova, Stazione Centrale, Loreto, Turro, Crescenzago, Quartiere Adriano, Gorla, Pre-cotto, Ponte Seveso, Quartiere Maggiolina, Mirabello, Villaggio dei Giornalisti, Greco” neighbourhoods, has the highest percentage of foreign residents while the zone 1/city cente has the lowest numbers. In the following part, we will see how this map will affect the student population in Milan.

ITA

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3737

92

3

5

6

7

8

1

4

21,5%

26,13%

14,63%

17,44%

15,82%

14,48%

16,51%

16,58%

13,53%

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General information on foreign STUDENTS:

In Italy, there are about 750.000 students with a foreign citizanship en-rolled in the 2011-2012 academic year. This makes about %8.5 of the whole. If the immigration rythm procedes at the same rate there will be 1 million foreign students by the 2016-2017 academic year. The countires of origin which have the highest number of students in the Italian schools today are Romania, Alba-nia and Morocco and most of these students are in the North east region of the country. Lombardy has the highest number of students: 164.036. The main problem faced today by the Italian government is the fact that the students are not dispersed homogenously among Italian schools. There are 58.000 schools in Italy. 2.200 of those have 30% or more foreign students. Among these about 400 of them have more than 50% and 49 of these are in Milan but about 30 of them have %80 of foreign citizenship students. The schools with the highest per-centages are either kindergartens and elemantary schools of the Northern region. 1

1 Seminar: “Lab for tomorrow’s Italy”

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3939

750.000foreign

students

164.036foreign

students

ITALY

LOMBARDY

%8.5 of the whole student population

foreign studentsnot dispersed homogeneously among schools

%30+ foreign students

in total

%50+ foreign students

%80+ foreign students

58.000schools

2.200schools

400schools

30schools

ITALY

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41

Number of minor foreigner students in Milan:*table:I dati della presenza di cittadini stranieri a Milano, presentation, 2011, pg.5

This map taken from a presentation on immigration studies on students by Comune di Milano indicates the number of minor foreigner students. According to this study the number of the students are as it follows:

Age:01234567891011121314151617

Tot number:264527262713252924462352239821352131196018111695160515481623166216261498

ITA

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N+

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NTS

4141

11 12 13 14 15 16 17 18109876543210

3000

2500

1500

2000

1000

500

0

number of students

age

numbers

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Number of students enrolled to the first phase of education in Milan,Italy in 2011-2012 academic year:*table:I dati della presenza di cittadini stranieri a Milano, presentation, 2011, pg.8

From this chart we can see that the number of foreigner students enrolled in the first phase of education in Milan are 24.364 forming the 19,8% of the total student population which is 123.283 in the milanese schools teaching in the the first phase. *Below: First phase explanatory scheme: more detailed scheme ca be found in the education chapter.

preschool

elementary

secondary

secondary

higher education

kindergarten

primary school

secondary education first phase

high school/technical school/professional school

university/superior arts and music intitutions

firs

t p

ha

se e

du

cati

on

ITA

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NTS

4343

pre schoolfirst phase education school types

elementary secondary first phase

60000

50000

40000

30000

20000

10000

0

number of students

11096

26618

6298

32916

45403

56499

26898

33868

6970

italians

foreign citizenship

total sum

44 45mig

ratio

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45

Numbers and percentage of students in Milan according to schools: *table:I dati della presenza di cittadini stranieri a Milano, presentation, 2011, pg.7

According to school types we see that percentages are quite similar among the types but a bigger number of students are present in the elementary schools. Furthermore as mentioned before, foreigner students can not be only be seen as foreingers are each of them are individuals coming from various backgrounds. A general study shows that there are about 131 different nationalities in the el-ementary schools in Milan today the most crowded first ten being: Filippines, Egyptians, Chinese, Ecuadorians, Romanians, Moroccans, Sri Lankans and Slavado-rians. These variations are also present for all existing types of schools in Milan.

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4545

Type of school

Total enrolled

Italians

Foreign origins

% Foreigners

% Italians

PRE-SCHOOLING

ELEMENTARY SCHOOL

SECONDARY SCHOOL

FIRST PHASETOTAL

32.916

26.618

6.298

19,13%

80,87%

56.499

45.403

11.096

19,64%

80,36%

33.868

26.898

6.970

20,58%

79,42%

123.283

98.919

24.364

19,76%

80,24%

46 47mig

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n in ita

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Number of schools and percentage of foreign students in Milan:*table: I dati della presenza di cittadini stranieri a Milano, presentation, 2011, pg.15

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4747

>50%

>30<50%

>10<30%

<10%

TOTAL

PRE-SCHOOLING

ELEMENTARY SCHOOL

SECONDARY SCHOOL

FIRST PHASETOTAL

18

42

106

110

276

14

28

78

77

197

9

23

51

45

128

41

93

235

232

601

(6,82%)

(15,47%)

(39,10%)

(38,60%)

48 49mig

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49

Percentage of enrolled foreigner students in first phase of education pub-lic schools by zones of Milan:*data: comune di milano 31.December 2011

In accordance with the previous map of “percentage of resident foreigners by zones of Milan” (below) here in this map we find again zone 2 -consisting of “Porta Nuova, Stazione Centrale, Loreto, Turro, Crescenzago, Quartiere Adriano, Gorla, Precotto, Ponte Seveso, Quartiere Maggiolina, Mirabello, Villaggio dei Giornalisti, Greco” neigh-bourhoods- with the highest percentage of foreigner students enrolled in the first phase of shcools, while zone 1/ city centre has the lowest.

92

3

5

6

7

8

1

4

21,5%

26,13%

14,63%

17,44%

15,82%

14,48%

16,51%

16,58%

13,53%

ITA

LYM

ILA

N+

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TU

DE

NTS

4949

92

3

5

6

7

8

1

4

32,5%

33,9%

19,0%

28,9%

21,5%

22,6%

20,4%

22,4%

11,0%

50 51mig

ratio

n in ita

ly

51

Number of students enrolled in first phase education in public shools in 2011-2012 academic year by zones of Milan:*table: I dati della presenza di cittadini stranieri a Milano, presentation, 2011, pg.13

ITA

LYM

ILA

N+

+S

TU

DE

NTS

5151

italians

foreign citizenship

1 2Milan zones 3 4 5 6 7 8 9

12000

16000

10000

8000

6000

4000

2000

0

number of students

52 53mig

ratio

n in ita

ly

53

Percentage of foreigner citizenship holder students in public schools by zones in Milan:*table:I dati della presenza di cittadini stranieri a Milano, presentation, 2011, pg.14

ITA

LYM

ILA

N+

+S

TU

DE

NTS

5353

secondary 1st phase

preschool

elementary

5 974 86321

0%

5%

10%

15%

20%

25%

30%

35%

40%

percentage of students

Milan zones

54 55mig

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n in ita

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55

Conclusion:

Migration is a natural and continuous process. Today in the world there are about 215 million immigrants. For many different reasons people are moving around and settling in new lands. Along with them they are also bringing their “culture and tra-dition” luggage1 as Baur would put it. The route of the word migration that also means “change” reminds one of Baur’s trip that is a passage from one life to another one; from one identity to another one. The new land is the place of this passage where the inter-action, exchange and changing occur. People learn from each other and pass their knowledge along. Sometimes this can be easier while at others there might be contradic-tions. However, a mutual change and adaptation is predestined if harmony is intended.

Italy is still in the phase that it reached after the World War 2. This means that immigrants are increasing and are likely to increase at this rate even if the rate has slowed down due to economical crises that have left some of the countries in bad conditions. So some measures are to be taken inevitably in order to keep the harmony and to maintain the development of the country. It is important that the measures are taken with great care and integrity. Since this is a quite resent event some measures were taken rather too quickly leaving the conditions fragile.

As many studies confirm, labour market and education are the keys for the integra-tion of the newcomers to the local society. As one of the most efficient approaches for integration process is though the young children and education, I will focus my thesis on this subject where architecture can mediate between the cultures and play the role of the “thing” bringing the idea of Heidegger’s “nearness”2 and consecutively focusing the attention on the self and the placing of self through inhabitation of surroundings.

The reason I am choosing the primary schools is the accumulation of most foreigner students being in the first phase of education as seen through the chapter. The ac cumula-tion of foreigner students is not only in age and school type but also in certain schools of

1 Baur, pg. 27-342 Sharr, A., 2007

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notorious zones, due to the socio-economical conditions of the families and their respective allocation within Milan.

It is important to note, as we have seen from the data presented in this chapter, im-migrants can not be taken as a solid group, so mediating between the cultures does not put us between two cultures but among many cultures and more importantly individuals. They are individuals and usually come from very different backgrounds. So it is important to state that this thesis is not looking for “an utopian lie, (…) an overall pattern of integration and harmony between all people” 1 but an understanding of a sustainable future, accepting “Change is the only constant” 2

So in the next chapter I will look into the various methods that are applied and sug-gested for facilitating this adaptation and changing process.

1 Edward Said’s talk on Clash of Civilizations when he is declaring the two ways referects went in colonial and post-colonial contects.2 Heraclitus of Ephesus quoted by Plato in Cratylus

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Bibliography:

COMUNE DI MILANO, 2012, [online] Available at: http://www.comune.milano.it/portale/wps/portal/CDMHome [Accessed 01 July 2012 ]

Bonifazi C., Heins F., Strozza S., Vitiello M., 2009, IDEA working papers, No.5., The Italian transition from an emigration to immigration country, [online] Available at: http://www.idea6fp.uw.edu.pl/pliki/WP5_Italy.pdf

ISTAT, 2012, Available at: http://www.istat.it/en/ [Accessed 01 July 2012 ]

SEMINAR: “Laboratory for tomorrow’s Italy” , 06/06/2012, Ongini V., Santerini M. , Colombo M., held in school of Via Paravia 83, Milano

Vinicio, O., 2012. On multicultural schools and intercultural education [inter-view] (Personal communication, 06 June 2012).

Grazia, M.G., 2011, I dati della presenza di cittadini stranieri a Milano, [online] Available at: http://www.google.com.tr/url?sa=t&rct=j&q=maria%20grazia%20guida%20power%20point%20studenti%20stranieri%20milano&source=web&cd=1&sqi=2&ved=0CEkQFjAA&url=http%3A%2F%2Fwww.istruzione.it%2Falfresco%2Fd%2Fd%2Fworkspace%2FSpacesStore%2F55c6a203-260b-4b7c-a549-0177fab4f123%2F7_Maria-

GraziaGuida.ppt&ei=wErwT9OhJoLj4QSd6 WQDg&usg=AFQjCNFF2PFuawEgzfI_n8XtM-Y2xS5mjA

Books:

Giusti, M., (1995), “L’Educazione Interculturale nella Scuola di Base”,Italy: La Nuova Italia

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Hernandez, F., (2010), “Bhabha for Architects”, NY: Routledge

Sharr, A., (2007), “ Heidegger for Architects”, NY: Routledge

Online e-books and pdfs:

Baur, J., “La rappresentazione della migrazione”, [online] Available at: http://www.die-

exponauten.com/cms/upload/pdf/Baur_La%20rappresentazione-della-migrazione.pdf [Accessed 07 September 2012 ]

images & graphs:

-Comune di Milano -IDEA working papers-ISTAT-http://it.wikipedia.org/wiki/File:Stranieri_in_Italia_2008.png-“Gli emigranti” (The Emigrants), a 1895 painting by Livornese Angiolo Tommasi, National Museum of the Italian Emigration

Education system In Italy

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“Boezio reminds us of how pythagoreans knew the various musical forms that were effecting individual’s psychologically and talked about hard and tempered rythms, rythms that are good for educating children and rythms that were soft and relieving...”1 Education since very old times has been accompanied by methods for creating the best environment for learning. Thinking about this optimal environment, architec-ture became one of the most important tools for providing this space and hence since the early 1900’s it has attracted the attention of the highly acclaimed pedagogist.

As stated before, we are exposed great changes and should learn to tolerate other cultures and learn from them instead of undermining them. Learning this behaviour from early ages is important to overcome some prejudices that overwhelm the com-munities and refrain them from developping. Some researches have shown the higher success rates at schools with a great mixture of students of different backgrounds in comparison to others. Hence, an approach that helps the integration of each individual no matter what their backgrounds are, in education is necessary and con not be ignored. With new fields in pedagogy that try to bridge through cultures and individuals looking for a way of a dialogue among individuals, I am interested in understanding the best environment that can help to improve this movement and provide the space for better education of future generations. Therefore in this chapter of my research I will be analysing firstly the Italian approaches towards this issue and then comparing them to the tools such as Unesco toolkit and inter-cultural pedagogy ones that are suggested for an inter-cultural education and promotion of integration of foreign students.

1Eco U. , 2002 pg. 63Image: Franchino Gaffurio, Pitagor’s experiments on relations among sounds, from Theorica musicae, 1492. Milano, Biblioteca Nazionale Braidense

Introduction:

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Education methods used in Italy:

Education in Italy is regulated by the Ministero dell’ Istruzione, dell’Universita e della Ricerca (MIUR,*Ministry of Education. University and Re-search). In this thesis I am interested in the first phase of education (see the edu-cation system diagram on right) since it includes the primary schools which are hold-ing the largest numbers of students among the schools in Italy.

The primary school is the first cycle of primary education. The 5 years program untill the child is about 10 years old usually is connected to the first non-mandatory years of kindergarten. There is no examination at the end of the first 5 years going into the first phase of secondary school. The state exam is only after the 8th year in order to enter the second phase of secondary schools (High Schools)

The educational services in Italy reflect the multiplicity and complexity of the social, economical, cultural, political, ethnical and idiological circumstanses.

There are also a significant number of method schools such as Montessori, Steiner, Pizzigoni, ones which are founded on De Bartolomeis’s, Munari’s, Aarno’s psicoanaly-sis and Stern in the creativity in art. We can find these kind of differeces in approaches both in the public schools and in the private schools, which are characterized by religious schools and various language schools. Pluralism can be found also in the state schools which are today focusing more and more on welcoming immigrant chil-dren and their adaptation following guidelines set by MIUR (ministry of education).

However in this chapter I will focus firstly on the relationship between architecture and pedagogy, then will explain some of the methods used in Italy showing examples of how they relate to architecture and finally introduce the newer methods embracing the integration of immigrants and highlight their possible connections to architecture.

*data: Istruzione_in_Italia

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education system sceheme

preschool

primary

secondary

secondary

higher education

kindergarten

primary school

secondary education first phase

high school/technical school/professional school

university/superior arts and music intitutions

2,5- 4

5-6

7-8

9-10

18-19

15-16

11-12

20-21

13-14

22-23

4-5

6-7

8-9

17-18

16-17

10-11

19-20

14-15

23-24

12-13

21-22

age

firs

t p

ha

se e

du

cati

on

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“From 3 years old, it’s possible to trace the profile of a child by descrip-tions and interpretations of the ways in which he/she organizes intelligence and structures the thoughts. Referencing to pedagogy, the child according to Piaget, is a philosopher, in the way the child is involved in complex issues of constructing a logic for understanding the surrounding world; “the machine child” an Anglo-Saxon approach insists that the child acquires knowledge through automatic mecha-nisms; the Marxist “society child” on the other hand forms his identity from the structural systems of social relations. It would be wise to go to psychology to un-derstand the cultural borders of childhood. Obviously family context and the kindergarten are fundamental, but we can not forget about the weight of cultural context either due to different backgrounds or simply the contemporary context provided by mass media. It is important to know that the child is an individual with his own rights, the typical one of a normal citizen as well as the spe-cific ones related to his age and his vulnerability, in fact this is one of the reasons that a public education is provided also apart from the family and the mother. The restricted space of a house, limits the development of personality, it prevents the child to be the protagonist, an actor of life with his own will of acting. So every child has the right to an environment outside the domestic walls, providing stimu-lation and relationships which are essential for the physical improvement, the right to have relationship with others, with objects and to have new experiences with new places. The question of the child rights goes hand in hand with the needs of the parents to have quality places for the cure and formation of the child. The school contributes to the family, in terms of taking some of the responsibility of the bringing up of the child as well as to the women the guarantee of an equal op-portunity between sexes and in wider terms for the social, cultural and economical development. In this system of great balance a great role belongs to the teachers.

Pedagogical method and architecture:

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Towards the end of the 50’s in United States the pedagogic studies start focus-ing more on structuralist and cognitive theories of Piaget and Bruner. The model, very much used in Italy, gives importance to the formation of instructors and an intense scientific activity that is produced through a programming. The psycho-pedagogical school model is formed by the interaction of learners’ psychologi-cal structures and studying disciplines that reach their goals through some educa-tional activities which are:-prevailing cognitive aspects and separate to the affective ones; -teaching and learning in respect to the cause-effect relationship;-intensity of teaching according to the level of learning;-psychology, the development psychology in particular, to be considered as princi-ple referent of the school team.De Bartolomeis’ studies reflect the attention to the link between space-activity and didactic. The idea of a direct relationship between the teacher and the student inde-pendent from the spatial and organizational module remains, but this doesn’t solve the educational problems. The space for wandering, for moving, for specific activities, fluidity, its being a meeting point favours the construction of a social network. The external mechanical flexibility provides a real project of education, based on the variety of activities, while the intrinsic flexibility is characterised by the contemporary presence of multiple activities that correspond to various areas: laboratories, spaces for smaller groups, assembly, physical education and theatre.

Between the 60’-70’ pedagogy passes from the critical phase of condemna-tion of the “barrack” school to the positive and proactive school. This kind of school incorporated multiple corners and centres of interest that were built to satisfy a need in bases of the 3 main variables which are; structuring and the

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internal articulation, inventory of tools and raw and refined materials, the pos-sible activities of children. This is one of the most evolved models from the 80’ onwards. What is important today is the cognitive approach which risks attributing to spaces a single function. From the 90’, following the learning of structuring of spaces come multiple analyses of the possible spaces in the educational field. This is when we pass from the educa-tive space to the ecological context of improvement. K. Lewin on the ecological approach writes that if the environment is considered as the psychological envi-ronment the behaviour of an individual depends on both the personal characteristics and the environmental ones. This is especially true for children, where the relationship between the self and surroundings are still fragile. Elements that can facilitate the movement and management of space of children are crucial. There are also physiog-nomic qualities of space such as colour, furniture and materials. An overload of visual stimuli and sound contribute to stress. 1

The ecologic-relation-organisation model brings our attention to the emotional, af-fective and environmental aspects and their role for the learning environ-ment.

Pedagogy today tends to re-form the theme of a real school: the term “formation” takes the school experience in its complexity as a phenomenon where the formal, non formal and informal experiences coexist. Didactic is seen as a reflection on the nec-essary ways for creating the favourable context for the cognitive and social development of the student. It is important to know that neither the thought nor the words are enough to modify the reality because only the modification of the behaviour changes the relationship between the person and the world. So the didactic is configured as the capacity of the teachers to organize the environment inside and outside the school, in order to favour the development of

1Bernardi, 2008, pg.55

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the students. The development is not anymore considered exclusively as the intrinsic properties of the subject that is developing but assumes a systematic character, in this specific case a system of social interaction. This approach was developed in our times, preparing the first steps of an ecologic theory on the development of hu-mankind. U. Bronfenbrenner in the text “Ecology of the development of humankind” in 1986 proposes a new theory on the new ways of understanding the developing individual, environment and above all evolving through the interaction between them. Development of the individual is defined as a permanent modification of the world where the individual perceives and faces his/her environment and the develop-ment with the information and experiences, before entering the new environmental condition. The child and the teacher build up this ecological totality and the teacher by him/herself can not control it even if he/she can participate in the control. So the building of the spaces becomes important.“1, the space as an object of pedagogical attention can be considered in 3 different levels: 1- a possible educational agent 2- a possible agent that covers for a specifically important educational role,3- a pedagogical object that can be analysed through scientific instruments.

Following this, a school’s spaces should try to eliminate hiding and isolation spaces. The educational spaces should be collective and social. This is a variable that has its educational properties and has a fundamental role in the development process of personal and social relationships.

For example an inter-dependence has been observed among distribu-tion of spaces, social density and the social behaviours of the students. In a large space where there is a good ratio of students and teachers, the students were seen to spend more time concentrated on their individual works; while in a crowded space they tended to spend their time observing others passively.2”3

1 Bernardi, 2008,pg.60

2 Bernardi, 2008,pg.71 3Bernardi, 2008,pg. 53-74

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PEDAGOGICAL METHODS:

STEINER: (1861-1925)

“Croatian pedagogue; the method utilized by him takes its name from the school wanted by Emil Molt, director of the cigarette factory Waldorf – Astoria of Stuttgart for the children of the workers. Waldorf School opens its doors in September 1919 with about 250 students, under Rudolf Steiner’s pedagogical method. Characteristics of the Waldorf School were the total autonomy of teachers’ choices which gave them the liberty of teaching founded on knowledge of human beings’ bodies and spirit, a lack of predefined educational programs, and the auto-financing of the school. Starting off with these, Steiner looked for a way to give life to a pedagogy which was capable of awakening what is hidden in the child and he/she is able bring from his/her spiritual world, without forcing them to learn which is not corresponding to them or that they don’t find any resonance with. The aim of the teacher becomes to reach a harmony between the superiour human being, spirit and the physical body. The teacher is only the mediator who helps the students to reach this development according to their capacities. The essential element is art: not only cultivating it but also permeating the teach-ings. In fact, combined with education it would become real art. It is through drawing that the child learns how to write and the different forms of letters. This would be impossible if it was not drawn with their own hands. Only like this, reading is not done only by the eyes but also by touch.Activity of the senses is much more complex for Steiner than it is said. For exam-ple, when a form is observed, vision is not capable of understanding more than the qualitative variations of colour. If the object is circular, the line that limits the edge is not the perceived visible object. Every form is imagined as if it was a process that has reached a state of silence. For the perception of colour this process is repeated, al-most by imitation. Unconsciously the eye completes a movement. This activity is con-nected to interior perception. To the traditional senses Steiner adds others that have an internal activity to the body. These are: sense of life, which manifests itself as

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a sensation of wellbeing; sense of movement, which gathers the internal percep-tion of the modifications that come along with every gesture of act; sense of bal-ance, which comprehends the harmony between the body and the surroundings. For adults the activity of representation diminishes the intensity of these perceptions, children on the other hand are involved with a great energy. The value of the teacher is in the capacity of collaborating with something that is already happening with the child, which should not be stopped but promoted. The object of education is not the child, but the environment, not only the physical. For Steiner education is essentially art. Actions of the artist have their own properties, which makes them different to the rest of the human beings. The artist prepares him/herself understanding the general principles, building the luggage of awareness of himself and the reflections, along with other artists; This preparation however is not enough to explain the entire process. The idea, theme and style are confronted each time with a concrete process that can not be caught before the completion of the work. The artistic process does not happen in the dreaming conscious but requires an amplified conscious. Exercise is indispensable for accomplishing effectiveness, but does not explicate the absolute individual form and the unrepeatable result.If education is art, pedagogy does not determine it, but finds its sense in the prepara-tion of the teachings and the elaboration of its criteria. It is the tool to understand the reality in which the action should take place, for transforming the same reality without breaking its natural bonds. As in art, freedom knows its way into the neces-sary environment, creating new connections, not arbitrary, but as strong as the ones created naturally. A sculptor chooses his/her material knowing that its natural charac-teristics are to become part of the sculpture, changing its sense completely. What is asked from the teacher is not leaving the case. It is in fact a strong amplifica-tion of the conscious which should come to understand what has not been reached before, may be suppressed and the realization there might be contrasts.Opposite to the traditional school, the new “active” school puts the child in the cen-tre of education in a way in which he/she could learn through observation and experiments.

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*Tecilli Waldorf Preschool in Cuernavaca, Mexico: http://www.inhabitots.com/wp-content/uploads/2011/10/Tecilli-Strawbale-Classroom-laboratorio-arquitectura-basica-mx-7.jpg

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New pedagogy states that each child having different personalities and capability of understanding, gives birth to the necessity of an individual education that is exercised in the community to form a social sense of the future citizen. These prin-ciples should be first activated in the family environment, better if in a green environ-ment, rich of potentiality that they can expand through personal activity.

The child’s physical and spiritual development should be stimulated and guided by the new teacher. These along with the interests, the real needs of the child will look for improving the creativity, the individual capacity which will favour the auto-education and auto-expression. 1

For this method it is also essential to explain the specific archtiecture that Steiner himself laid out. “Steiner felt that rectangular shaped spaces activated human thinking and keeps it to rigid and linear. The space becomes about being effi-cient and narrow minded. In contrast, he believed that circular spaces elicit a more spiritual and heightened sense of feeling. The combination of these two types of spaces, the thinking and the feeling, was what Steiner was striving for in his ar-chitectural designs. Specifically in the design of a school, the youngest grade’s room should be more rounded and almost womb like. As the child gets older, the rooms would become less round and more angular, just as capacity for think-ing develops in the child, but never abandoning feeling.”2 So in this architecture we seldomly find regular angles. Moreover the 3 dimentionality of the space is essential in his spaces so the ceiling also plays a supportive role in this game. As well as the angles, Steiner also utilises colours as a distinctive tool. The colour red be-ing the most energetic is attribuited to the younger children’ classrooms while going up the grades the red looses its strenght and leaves it to the colour blue which helps concentration and involves less movement. All these features give each classroom different characteristics making them easier to identify as well as creat-ing a sense of identity. However they are not perceived separately within the school environment. In Freie School for example we can see how the community feel-ing is created around a gathering space as well as the auditorium which is where each class performs and expresses what they have learnt to the rest of the

1 Bernardi, 2008, pg.34 2Poplawski, 2009, 22-25)*images: Werner Seyfert School Classroom Plans: http://www.deconcrete.org/wp-content/uploads/2010/03/werner-seyfert-schools.png Freie Waldorfshule Ground Floor Plan: Christopher, 2010, pg.19

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ways to achieve the individual character is through the use of color.

Rudolf Steiner had strong convictions about the meaning of different

colors and their application in spaces. He saw red as being a more active

color and blue being a more passive color relating to mental concentration.

This belief is brought into Waldorf classrooms, where first grade is a

bright red, second grade orange, until eight grade where the color is blue-

purple. Each grade gradually loses the red/active color as they mature

and become less active beings.21 Figures 3.7 and 3.8, the Cincinnati

Waldorf School has applied these colors to the walls to the old Catholic

school they are occupying.

An additional way to create individuality is for each classroom to

have a slightly different shape, so that each room is not a direct copy

of the previous one. Figure 3.9 is the plan of a Waldorf school where

the rooms are arranged around a central atrium. Each space is given

a unique configuration, and because of the circular plan, each room will

also receive different qualities of sunlight. It is important to note that the

building still needs to be a unified whole even though each classroom is to

be unique.

21 Rotraut Walden, Schools for the Future: Design Proposals from Architectural Psychol-ogy (Cambridge, MA: Hogrefe, 2009), 81

3.9 Freie Waldorfschule Ground Floor Plan

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school as well as the parents. This is very importnat for interaction among the school.

Nature is an element that helps the spiritual development and the exploration environ-ment. That is why very often we can see courtyards along the building where nature is brought in or the whole building might be arranges so that the each class gets direct access to outdoors and to sunshine. If a direct connection to nature is not possible this can be stressed with the building materials which will provoke the curiosity of the child. They should be used cleverly in order to trigger children to ask questions. For example, the gutters can be made so that the child can see the running down of the water or if possible, the building architecture could help the integration of natural cycles into it. Such as: green walls which change their colours over the time.

To sum up this methodology which dates back to the end of the 19th century is still widely used today and Steiner schools are proving, in surveys carried out by various countries, to be one of the method schools that successfuly achieve intercultral education and integration of students coming from different social, cultural, eth-nical, religious backgrounds.”1

1Nielsen T.W., 2004, pg.15,16 *images: Shinin Mountain Waldorf School Boulder, Colorado; Waldorf School of Aarhus; Waldorf School on the Roaring Fork Basalt, CO; Waldorf School on the Roaring Fork Basalt, CO

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Giuseppina Pizzigoni (1870-1947)

“A Milanese teacher and pedagogue. Her cultural formation, her formative itinerary and her pedagogical thinking are founded on Pestalozzi, Del Froebel, di Aporti and Montessori methods. Lacking a systematic theory on education, her reflections, knowledge and observa-tions on the personality of the children she constructed the “Scuola Rinnovata” with the “experimental” method. The experimental method was literally “the per-sonal experience method” which was replacing the “objective method” of the positive didactic of “lecture of things”.In 1909 she traveled to Switzerland and to Alsazia and when she came back she decided to act upon the Milanese schools, especially on the educational environ-ment. She realized after researches of educative institutions in England, France, Ger-many, Switzerland and America, she became aware of the vast pedagogical move-ment that was happening. In 1911 she founded the first commission of organization of Scuola Rinnovata a Milano, opened as “ an experiment of didactic differentiation”.Pizzigoni supported that education should proceed from sensible to intelligible, that observation should not be taken as the only dependable but also to give space for the intuitions of the students. Introduction and application of the experimental method is not only based on a di-rect contact with nature but also, implies the entry to the school of real life, in all its aspects, which I belive is very connected to some ideas included in inter-cultural pedagogy which will be explained further on.Pizzigoni herself dictated the construction and the necessary spaces for this education: a low building made of red bricks that recall the architecture of Lombard farms that guides one for the appreciation of the proportions. The school building should be surrounded by a vast terrain containing a playground, garden, small field for agricultural cultivation, space for chicken, rabbits and other domestic animals, tools for observing and experiencing in the scientific, natural and artistic fields. The classrooms should be lit with daylight, rationally furnished. The gym, outdoor spaces to play during bad weathers, dining halls, projection rooms, music room and working room should also be included in the school.”1

1 Bernardi, 2008, pg.35images: http://www.filmmakerfest.com/AreaStampahttp://www.scuolarinnovata.it/la-mia-scuola-il-film

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Maria Montessori: (1870-1952)

“She was a doctor and pedagogue, founder of the new methodology of edu-cation regarding the auto- education of the child, through spontaneous reac-tions to the surrounding.

In 1907 she established the first Casa dei Bambini (children’s houses) in Rome and the preceding year published “Il metodo della pedagogia scientifica applicato all’educazione infantile nelle case dei bambini” (scientific pedagogy method applied to the child education in the children’s houses). Montessori didn’t have a doubt about pedagogy needing a profound renewal in a scientific direction, believing that this asks for an objective observation of the subject, which for proper education should be known and understood. The object of psychological observation is not the child itself but the “findings” of the child, the surprise of the authenticity. With this at-titude it was not science to build the new school but it was the renewal of the school life, to activate a sense of liberty which promises a new science of childhood. To reach the scientific pedagogy a pass from the liberation pedagogy, that reveals the secret child, is necessary. This is something that the laboratory can not gather and the school deforms.

For Montessori the children’ house is a “school at home which solves the social and educative problems which seem to be utopias and it also forms a part of the trans-formation of the modern house.” The child is an active being when left free is ca-pable of self controlling, directing and organizing; while the education should follow the development taking the sensible moments and the first instincts. The school should be in function of spontaneous self development of the child and assumes an adequate environment starting from the scientific material to the teacher. Montes-sori comes to perceive the environment as a collection of objects or “materi-als” pre-chosen for the improvement of the senses for the child and she educates them through the correct stimuli and the sensorial exercises. Here “the prepared 1

images: (top to bottom) http://mariamontessori.com/mm/?p=1217 http://www.equazioni.org/index.php/2012/02/20/non-vorremo-mica-tornare-alla-montessori/http://mariamontessori.com/mm/images/elem11.jpg

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environment makes an important part of the job which before was only depending on the teacher”. Sensorial education does not mean that the child isconstantly reflecting upon her/his senses but that it consists of a raw material organ-izes and analyzed on which the interior formation can be practiced. Child’s mind is absorbent, while taking in the things from its surroundings; he/she form his/her own relationships with the world, without knowing; this “absorbent brain” is unconscious and effective in assimilating and it organizes the images according to reasoning. These ideas help Montessori to justify the priority of the exercise and support for the request of didactic materials and furniture (small tables, proportioned cupboards, chairs…) so that the child can feel at ease with his surroundings. “Casa dei bambini” is a spe-cial home, constructed in the dimensions which give possibility to activities and needs of the children. The materials for improvement (solid blocks, colours, geo-metric planes and forms, materials of sound) are not the product of this method but are the result of the children’ choices, basing on their interests shown during activities of concentration, repetition and the development of their personalities. The student is seen as an individual. They are encouraged on the personal activities where every single one of them is in front of themselves, learning from their mistakes and growing. For this reason the social aspect is criticized. The entire meth-odology of Montessori is focused on the surroundings for the natural and crea-tive development of the child. The action should be on the environment for the liberation of the child manifestations. In this prepared environment, the physical mani-festation should come spontaneously, which is the revelation of the secret of the child. Without this, the whole system would be a labyrinth.”1 To sum up, for the Montessori method there are 3 key actors: the free child, the observing teacher and the prepared environment.

“The environment consists of the structure of the school, the scientific material and the activities of the practical life favored in the school community. The teacher should organize the environment and the correct use of the material.” 2

School is seen as an organism and its architecture grows according to the needs over time like a community would do. We can see this happenning to the actual build-ing in Herman Hertzberger’s desing in the Delft Montessori School (right: construc-tion sequence over the years). This aspect enforces the idea of a community,

1 Bernardi, 2008, pg.30 2 Bernardi, 2008, pg.30images: (top to bottom) http://mariamontessori.com/mm/?p=1776http://www.architectureweek.com/2012/0704/images_/14975_image_7.jpg http://architecturehoy.files.wordpress.com/2012/05/montessori-school-delft-cavidade.jpg?w=1400&h=

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entrance

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a village, where every autonomous unit/ house was added over time and the spaces in between are the corridors which are perceived as streets and the common spaces are squares. Within these gathering spaces we can find some activities such as libraries, platforms and arrangable/movable boxes. (previous page bottom image)

In the Montessori approach a tidy, calm and well structured environment is one of most important elements. As a result in Montessori school’s classrooms to begin with, use basic shapes such as rectangular (not very long) and L shapes as their form is common. In the sequence of spaces there are always areas for practical life, sensorial, math, language, geography, science, art, music and the line which is the movement and central work area indicated with a line on the floor. The sequence of the spaces within the school start from the most noisy drop off area at the entrance and gradually comes to the highest concentration areas such as maths, languages and sciences.

For Montessori, the environment should lay out the idea of order and organisation for the child from early ages. Classrooms are simple, use natural materials and light colours. On the walls there are no images of cartoons but few images that are either made by the children or a photograph that might allow children to reflect upon it. Surfac-es are used to trigger multisensory experiences. For example, carpets are used to specify areas but wall to wall carpets are not approved since for activities of practical life and arts a hardfloor is more adequate. The tables, chairs and shelves are adequate to the children’s measures and are made of natural materials with simple finishes such as satin coated wood; coloured furniture is not preferred since the colour might wear off or come off over time. The Montessori materials are displayed clearly on these shelves which are easliy reachable and managable for the children.The classroom area is perceived as one space also due to the simple shapes but is divided into smaller compartments with the help of the furnitures or small changes in form for example in a “L” shaped classroom (right page, bottom image).This is effective since smaller spaces help children to concentrate on their work easier rather than being in a big space where he/she gets distracted watching others. This compartments should be1

images: (top to bottom) http://architecturehoy.files.wordpress.com/2012/05/montessori-school-delft-nc3adveis.jpg;my handsketch information from: http://web.njit.edu/~rab43/cs/c-book.pdf

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interactive zone, intense contact with the teacher

kitchen

movement area,domestic jobs, expression and creative works, projects, assignments

outdoor working area

work place at window sill

concentration area

classroom entrance working out of class,

solitary or group work

blackboard

cupboards

surveillance and the observing teacher

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tall enough to create this atmosphere while being reachable for the child as well as allowing the teacher to be able to “have an eye on them” full time (previous page top image). The relationship of the individual units to the outside is one of the key factors that should be acquired in a Montessori school. Therefore, every classroom is required to have big opennings allowing also the children to look out and if possible doors, which are again applicable by children, to the outside garden. This feature not only improves the air ventilation and the day light factors but also the close relation-ship and chances of exploring the nature for the children.

When talking about Montessori schools, “It is important to remember the high stand-ard results reached by Montessori with the abnormal children. With Montessori peda-gogic psychology becomes significant, today pedagogy searches for a transforma-tion of the child, trying to find the most effective ways for the development of the personality.”1

1 Bernardi, 2008, pg.30

image: http://digital.library.upenn.edu/women/montessori/method/method-IX.html

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Intercultural pedagogy:and pedagogy of dialogue

Intercultural pedagogy is a fairly new approach towards pedagogy. It has been recognised in Italy and it is slowly spreading. However there still needs to be improvements. Here you will encounter Mariangela Giusti, one of the most acclaimed pedagogues in Italy who has also been proficient with her books on this subjects. I will introduce the subject with Borelli’s ideas that are connected to Heidegger’s ideas on existentialism which will be followed by Giusti’s approach.

Pedagogy is neither economy nor politcs so it can not resolve the problems of hunger or of mass emmigration. From pedagogy we can only expect pedagogical answers. However to give it meaning and re-bring it to the concrete reality means to link it to the socio-politic and economic issues. This means to realize that our societies and consecutively our schools are exposed to processes of intercultural encounter/confrontation caused by multiethnicity and more importantly by mass emigra-tions.

Philosophically speaking it is important to re-introduce man with the status of doubth, with existensial insecurity, nihilism, indiference towards himself and the oth-er, a status of auto-knowledge of his dignity and the dignity of things so to introduce the idea of being himself in the other. Therefore, pedagogy should try to give an answer to the meaning of existence, of being in this world, if we can talk in Heideg-gerian terms.

Didactically the route should be quite clear: beginning with the problems and existential needs of humanity. This entails prioritizing existensial needs of human-ity akin to: economic inequalities between North and South, hunger of the world, death rates due to hunger, social emigration, distruction of environment,possible nu-clear distruction, racism, etc. From another point of view it should prioritise for exam-ple: a possible disarming of the world, dialogue among populations, peace in world,

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man in his freedom, dignity, solidarity and responsability. The new teachings, should be based on these kinds of teachings or should somehow contain the two above mentioned categories: problems and needs of humanity.Hence, encounter in pedagogical sense, is an encounter with self. It is an encounter between “I” and “the other” in order to reconstruct where its distructred. It is in a way finding oneselves, existensially, a global awakenning for the protection of man and its humanity in comunity and totality. For this, it is important to liberate onselves from things, saving the existensial relationship between man and nature. 1

Mariangela Giusti (Researcher and associate Professor of Intercultural Education from 1.10.2006, Faculty of Educational Sciences, Univ Milano Bicocca); in her essay writes:

“Cities are becoming increasingly multiethnic and young people need an inter-cultural training, they need to be trained for patience that a relationship with a stranger asks for; intercultural thinking is never automatic, it requires time and the possibility to grow.”2

Here she gives a view on the young immigrant people and their approach to this mul-tiethnic environment and views on intercultural pedagogy in Milan.

Since the last 30 years, Italian schools have been involved in the problems of migration and have been dealing with the needs of new immigrant students. The numbers have in-creased over the years and will keep increasing in the future. The schools have expanded themselves with more activities, interested ones, have launched intercultural pedagogic experiments and projects of great significance but no matter what, the intercultural education was not followed up out of the school by the students. Everyone preferring to gather with their own world… Today in the end, the cities seem to be in a state of waiting,

1 Borrelli, M. 2006, pg. 1-72 Giusti M, 2012, pg.106

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this does not help the development or the maturation of the intercultural young people.The building up of the identity is not anymore linked to the city as it was before. The city was the most important link in growing up of an adolescent for his/her identity. Today the building up of the identity is influenced by consequences of globali-zation, mobility, circulation of images, information and messages which can be in any moment of the day and night with direct contact with various locations in the world.

This is also interesting for intercultural pedagogy: there are multiple relationships among young people and the places into with which they come into contact. For young people it is usual to have relationships of “multi-belonging”1. And most ado-lescents live this double life which Giusti calls “half-multi-belonging”2: most im-migrants rest in direct contact with where they come from through internet, video-phones, mobile phones… This assists to create an individual situation of a double life. Giusti continues saying that the first generations that immigrated, used to show that they had already built up an identity connected to the surroundings of the lands from which they were coming from. This today is not the same anymore. Young people are not interested in this anymore; they almost consider the city as a series of functional spaces. The consequence is usually immobility. She shows as an exam-ple Via Padova of Milan, which is an area quite close to the city centre and yet it is frequently has become an issue on the media for violence among young immigrant groups. Some studies show that a big part of the people living there have grown a tolerance to this situation and learnt to live with it; the communal rule of thumb be-coming “indifference”.

An active approach was organized directed by the teachers of the zone with the theme “Via Padova is better than Milan”. These pedagogic activities that took place on the streets, which are probably a demonstration of the need to be heard, showed the possibility of a co-existence, a dialogue and mutual understanding.

Mediators, teachers and educators have been working on projects which facilitate the knowledge, the respect and collaboration. The modalities being: activation of curiosity and the will to know; having tolerance to diversities; building up a habit of

1 Giusti M, 2012, 1082 Giusti M, 2012, 109

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getting along with others; valorization of multilingualism; curing the relationship with foreign families and improving the local language, Italian. These are all progressive passages in the mind but the schools belong to the city. For this reason intercul-tural pedagogy should try to go out of its protective spaces of the school and try to get into the real situations. The intercultural pedagogy and didactic has proven to work in case of a meeting and in talking. Guisti states “being intercultural is more a relationship among people rather than cultures.” This idea is further explained in her book on intercultural education in schools. Here she goes as far as callingintercultural pedagogy as the pedagogy of dialogue. “In a multiethnic classroom or in a classroom in which the intention is intercultural pedagogy or, again, a classroom in which the intention is activating pedagogy of dialogue, which knows how to bring out identities, a pedagogy that helps to open up for the “other”, would be dif-ficult to avoid subjects such as cultural shock, loss of identity, valuing diversity, being a stranger to others and self-estrangement. There are topics that many teachers feel the urgency especially in numerous classrooms where foreign students are present.”1 So while mediating the dialogue they need the support of an environment that will help to keep the balance among all these variables.

1 Giusti, M. 1995, pg.6

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Unesco Toolkit: for creating inclusive and learning friendly environments

This document prepared by Unseco is directed at whoever is interested in the subject and is willing to make the improvements for an inclusive and learn-ing friendly environment. It suggests the tools for this improvements in 7 differ-ent booklets which are: definition of an inclusive and learning friendly environment; importance of working with families and the community; reasons behind exculsion and why children try to avoid school;dealing with learning in classrooms and class-room environment; classes for effective teaching including their physical properties and finally the development of healthy and protective environment. The term inclusive intends that all children should be encouraged to participate and become a part of the school while learning-friendly environment means providing the conditions for the children to be the centre point and for them to learn to their fullest potentials. Community and family involvement is one of the most effective and efficient ways that a child can learn since he/she can apply what was learnt at school practi-cally to the environment in which he/she inhabits and also learns from. So not only an interaction among students and teachers but also the involvement of parents and the community is very important. This could be provided through meetings, community field trips and involving parents in the school teachings and by giving homeworks and place for discussions on each child’s community and neighbourhoods.

Allowing children to work with and analyse their neighbourhood also creates an intriguing relationship among the classroom, school and communities. Such as mapping excersizes and allowing the maps to hang in the classroom for children to change its dynamics.

“Over the years, we have learned that 30% of children learn successfully when they hear something, 33% when they see something,and 37% through movement. As the old saying goes, “I hear and I forget;I see and I remember; I do and I understand.”. For teachers, this means that when we are planning lessons,

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we need to plan to use visual materials (posters, drawings, etc.), to use tasks that involve discussion (hearing and listening), and to provide opportunities for movement of some form (for example, drama or dance that is possibly linked to the different cul-tures represented in your classroom)”1

Active and participatory learning can use the many ways that help chil-dren to learn. Seven pathways by which children learn include the following:

-Verbal or linguistic, where some children think and learn through written and spoken words, memory, and recall.-Logical or mathematical, where some children think and learn though reasoning and calculation. They can easily use numbers, recognize abstract patterns, and take pre-cise measurements.-Visual or spatial, where some children like art, such as drawing, painting, or sculp-ture. They can easily read maps, charts, and diagrams.-Body or kinaesthetic, where some children learn through body movement, games, and drama.-Musical or rhythmic, where some children learn best through sounds, rhyme, rhythm, and repetition.-Interpersonal, where some children learn easily in groups through cooperative work. They enjoy group activities, they easily understand social situations, and they can develop relationships with others easily.-Intra-personal, where some children learn best through personal concentration and self-reflection. They can work alone, are aware of their own feelings, and know their own strengths and weaknesses.“Children learn by linking new information with information that they already know. This is called mental construction. Talking and asking questions together (so-cial interaction) can improve learning, which is why pair and small group work is so important.”2 Especially in the beginning of each topic the title should be clear such as

1 Unesco toolkit, 2005, booklet 4, pg. 6

2 Unesco toolkit, 2005, booklet 4, pg. 12

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“we should protect our environment” and children will fill in the subject according to their findings and ways of learning throughout the subject.

In the 5th booklet one of the most important tools is the physical environment. The headings are simply: room to move in classrooms, correct lighting, heating and ventilation, having learning corners that allow for various activities. Room to move in classrooms allows children to decide where they sit or play in the classroom. This can be provided with movable light enough tables and chairs, that allow a flexible classroom and even open space for sitting on the floor. Learning corners if possible to arrange are very effective in encouraging children to explore. In these cor-ners you could have: objects found, labeled, displayed, and used by the children that help them to make the link between school, daily life, and the local community. Local crafts people and musicians can visit the school and talk with children. Perhaps they can leave objects, such as tools and instruments, for children to explore and draw, at least for a short time. When leaving precious items, security is an issue and must be considered seriously. Display corners in the classroom is a tool that cre-ates a bond between the students and the classroom giving the children a sense of belonging. These areas can be used as a different focus in the classroom en-couraging children to learn from eachothers work. The activity can be done also in classroom libraries in which books created by children are present.

Children should participate fully in organizing and managing the classroom and learning materials. There can be small groups, teams, or committees that can estab-lish and maintain the learning corners. Their participation will help to manage class-room learning materials, and it will help the children to develop responsibility and citi-zenship skills. Classroom committees can comprise a coordinator and secretary who are held accountable by the rest of the class to take their responsibilities seriously.”1

Lastly in the 6th booklet a healthy and protective environment is explained. Here it is important to consider many issues such as violence to basic health. Also it is mentioned to give the children life long skills that will help them practically. These can be communicational and interpersonal skills, decision making skills, critical thinking skills and finally self-managing skills.

1 Unesco toolkit, 2005, booklet 5, pg. 13

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Conclusion:

Role of education in a society is invaluable. With the developing society, new needs and renewals in the field of education are inevitable. In the globalising world we have developed new ways of living, communicating and working. So between edu-cation and the real world there needs to be a true correspondence. Pedagogical methodologies have always tried to respond to this relationship. Today migration is one of the biggest issues that pedagogy is trying to readapt itself with science, poli-cies and rules applied by people, organizations and nations. Architecture occupying a very important place in society can help to rebuild this equilibrium. As Juhani Pal-lasmaa states “The essential mental task of architecture is accommodation and integration.”1

As we have seen in this chapter, pedagogic methods practice upon certain problems encountered during the course of history. These include inter-cultural pedagogy that specifically concentrates on the problems that came along with the mixing of pupils of different cultures and backgrounds in the same classroom. Here, I would like to sum up the architectural solutions of each methodology (both Italian and European) that I have explained in detail in this chapter.

“Architecture is the art of reconciliation between our-selves and the world, and this mediation takes place through the senses… we identify ourselves with this space, this place, this moment and dimensions become ingredients of our very existence.”2 Pedagogic methods such as Steiner’s and the inter-cultural pedagogy are very much connected to the idea of existentiality and the question of being, which was one of the starting points of this thesis.

For Steiner “the fluctuation between ‘opposites’ can be found, but they can only be really understood and given some control over when one understands the art of creating balance between them” 3This concept is very important also for Pallas-

1 Pallasmaa, 2005, pg.11 2 Pallasmaa, 2005, pg.72 3 Nielsen, T.W.,2004 pg.15-16

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maa who wrote in his book Eyes of the Skin; “A tension between conscious intentions and unconscious drives is necessary for a work in order to upen up the emotional participation of the observer. “In every case one must achieve a simultaneous solu-tion of opposites” as Alvar Aalto wrote.” 1

On the other hand inter-cultural pedagogy also puts this subject under the spotlight in a quite similar way. Mariangela Giusti in her essay writes about simultaneous solu-tions, contextualizing them in a wider sense of “school” stating that schools which are following these ideas of integration and education should not close themselves into the perimeter walls of the school but be in direct contact with the city and community.

Community and the family involvement is shown as one of the most important tools of child development in the Unesco Toolkit for creating inclusive and learning friendly environments. For this approach, a participatory learning where each individ-ual student has space for relating and explaining their neighbourhood, communities and cultures, is necessary. Also local craftsmen and artist’s visits are encour-aged. The trust in mental construction of the student through linking the infor-mation is immense. This helps to take students individually while the exploration and participation helps to build up the team spirit for managing and organising the class rooms.

In Pizzigoni’s method, exploration and experimentation is the source of education. There are many activities included in the school and they are part of the concept of connecting school to real life in or-der to prepare the children better for the future. In this approach we can see the relationship to Mariangela Giusti’s school and the city proposal.

1 Pallasmaa, 2005, pg.29

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Another pedagogue whose method was highly connected with architecture was Maria Montessori. In her method we can see there is great attention towards the spontaneous instinct of the child and an aim of auto-education and for this approach Montessori saw the need of a prepared environment. The inner spaces, which are organized for quiet individual work or small group work, are strongly con-nected with the outdoor spaces and the schools surrounding nature.

The schools that are built in relationship to nature and their context’s are more energy efficient and this concept also helps the school to be utilized by nations or areas which are not as wealthy. Additionally as Pallasmaa writes: “A walk through a forest is in-vigorating and healing due to the constant interaction of all sense modalities;… One’s sense of reality is strengthened and articulated by this constant interaction… Steinerian philosophy assumes that we actually utilise no less than 12 senses”1. For me this is another very important and humane attitude towards architecture because it directly relates to the individual while placing him/her as a part of cosmos in order to get to the pure sense of reality.

Throughout the history of pedagogical methods, we have seen how child develop-ment was influenced by its surroundings including the physical environment and the community. German-American psychologist Kurt Lewin’s (1890-1947) formula of so-cial psychology B=ƒ(P,E) , states that behaviour (B) is a function of the person (P) and their environment (E). The social ecology model also known as SEM derives from this theory. According to this theory mentioned in this chapter, the interaction of the person and the environment is constant and it continuously evolves, deriving from Charles Darwin’s theory of evolution. The model which works as Russian Dolls starts from the smaller micro level of individual to inter-personal going up to larger systems of communities, national and cultural contexts.

“Learning is a social process which evolves in a context of relations, so it is pre-dictable that the organization of space considers insertion of elements that facilitate achievement. For example: allowing visual contact not only to seeing the others but also for experiencing the sense of belonging. Learning spaces then, should be built accordingly with proper balance between the need of sharing and community

1 Pallasmaa, 2005, pg.41-42

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and of when necessary of being alone, in the sense of self elaboration. The spaces should be “lived” and not only “passed through”, they should respect the individual area making one move around securely. Especially for this reason it’s necessary to build a space that offers both angles of interaction and of privacy.The classroom is an element that is based upon “being together” and for this as-sumes the connection qualities. Learning areas should be thought carefully about and designed with the affective and cultural characteristics of its future inhabit-ants.” 1

In my opinion, the education system which passes the accumulation of years of ex-perience and knowledge, on to students is now evolving into a more horizontally sustainable view and is seen as something wider than only the relationship among the teacher the students and the learning material. Today, “colonised” and the “coloniser” is constrained to understand the need to live together and to act together for our future environment.

Some schools have shown great effort to promote this idea, some others are still working on it and some simply have not. Starting a trend of community and future around the school is not a new idea. Moreover, the schools in many countries are the only public grounds to be used for weddings, elections, sports facilities and many other big community occasions. So we could further develop these institutions that help the families in taking the responsibility for the children but also allowing space for the multi-level links between the categories of the SEM model and as Heideggerian “things” that can bring communities together.

1 Piva and Cao, 2010, pg.113

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Bibliography:

Books:

Eco, U. (2002) ‘Storia della Bellezza’ China: Motta On Line

Giusti, M., (1995), “L’Educazione Interculturale nella Scuola di Base”,Italy: La Nuova Italia

Pallasmaa, J. (2005), ‘The Eyes of the Skin’, UK

Piva, A. and Cao, E., (2010), “La Scuola Primaria” Il pensiero provvisorio, Roma: Gangemi Editore

Online e-books and pdfs:

Borrelli, M. (2006), Collana di Studi Internazionali di Scienze Filosofiche e Pedagog-iche, Studi Pedagogici No. 2/2006 [online] Available at: www.topologik.net

Christopher, J., 2010, Waldorf Architecture: A Pedagogy’s Relation to De-sign [online] Available at: http://etd.ohiolink.edu/send-pdf.cgi/Jolley%20Christo-pher%20S.pdf?ucin1276954474&dl=y [Accessed 20 Septermber 2012 ]

Nielsen, T.W.,2004 ,Rudolf Steiner’s pedagogy of imagination: a phenom-enological case study, [online] Available at: http://www.ierg.net/confs/2003/proceeds/Nielsen.pdf [Accessed 10 July 2012 ]

UNESCO, (2005), “ Embracing Diversity” Toolkit for creating inclusive, Learning-Friendly Environments, [online] Available at: www.unesco.org [Accessed 01 July 2012]

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Seldin, T., and Epstein P., 2003 , The Montessori Way,[online] Available at: http://www.montessori.org/sitefiles/excerpt_montessori_way.pdf [Accessed 20 Septem-ber 2012]

Dissertation:

Bernardi E., 2008, Anche la parete e` una stanza. Graduation Thesis Politecnico di Milano

Journal article:

Giusti, M., 2010, I giovani, le scuole e le citta multietniche, Pedagogia Oggi, n.2, pg. 106-117

Poplawski, T., Fall/Winter 2009, “Building a School with a Soul” Renewal: A Journal for Waldorf Education, 18 no. 2; pg. 22-25

Images & Graphs:

http://it.wikipedia.org/wiki/Istruzione_in_Italia

Franchino Gaffurio, Pitagor’s experiments on relations among sounds, from Theorica musicae, 1492. Milano, Biblioteca Nazionale Braidense

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Tecilli Waldorf Preschool in Cuernavaca, Mexico: http://www.inhabitots.com/wp-content/uploads/2011/10/Tecilli-Strawbale-Classroom-laboratorio-arquitectura-basica-mx-7.jpg

Werner Seyfert School Classroom Plans: http://www.deconcrete.org/wp-content/uploads/2010/03/werner-seyfert-schools.png

Freie Waldorfshule Ground Floor Plan: Christopher, 2010, pg.19

Shining Mountain Waldorf School Boulder, Colorado: http://www.barrettstudio.com/imgs/portfolio/41_239858086_f.jpg

Waldorf School of Aarhus: http://erez.shl.dk/erez3/cache/SHL%20billedarkiv_Web_projects_2007-068%20Rudolf%20Steiner%20preschool_images_2007-068-004_ti-f121a48370d5000000ffffff7d07d00323e806401a.jpg

Waldorf School on the Roaring Fork Basalt, CO: http://www.lazure.com/ASPEN-SCH.gif

Waldorf School on the Roaring Fork Basalt, CO:http://www.lazure.com/BLUE1.gif

Pizzigoni: http://www.filmmakerfest.com/AreaStampa

Rinnovata: http://www.scuolarinnovata.it/la-mia-scuola-il-film

Toys: http://mariamontessori.com/mm/?p=1217

Historic montessori: http://www.equazioni.org/index.php/2012/02/20/non-vorremo-mica-tornare-alla-montessori/

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free study Montessori: http://mariamontessori.com/mm/images/elem11.jpg

individual child and matierals: http://mariamontessori.com/mm/?p=1776

hertzberger evolution: http://www.architectureweek.com/2012/0704/images_/14975_image_7.jpg

hertzberger boxes: http://architecturehoy.files.wordpress.com/2012/05/montessori-school-delft-cavidade.jpg?w=1400&h=

section surveillance: http://architecturehoy.files.wordpress.com/2012/05/montesso-ri-school-delft-nc3adveis.jpg;

my handsketch: http://web.njit.edu/~rab43/cs/c-book.pdf

Montessori and nature: http://digital.library.upenn.edu/women/montessori/method/method-IX.html

RulesPolicies

Lawsof integration in EU & Italy

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Integration of immigrants is a matter that involves a vast geography from lo-cal communities to nations and international relations. Therefore, it is addressed also with rules, policies and laws. Since they make a big part of this issue I felt the need to explore this subject and here in this chapter will sum up some of the most relevant.

Explaining each of the parts, after giving an overall idea about them, I will emphasize ideas that I found were most interesting in architectural terms either as conceptual ideas, organizational and functional methods or simply spatial and environmental sug-gestions.

Throughout the years there have been a series of changes and adaptations of laws and policies on immigration related to students and education, in Italy. Some of them passed for the benefit of the children which are mostly following the EU norms and policies that are also evaluated in EU terms and some of them were passed as a result of the necessities in terms of dealing with the increasing numbers of immigrants in the country. Today Italy has become one of the immigration countries in the world, even though the flux has decreased over the past 2 years mostly due to economic reasons but the policies that are followed in Italy might not be the complete solutions. In this section I will take a cronological approach on some rules/policies and laws that Italy has accepted and passed over the years referring to the EU norms and then explain the latest researches and reports commissioned by the European Commision with the aim of understanding the weaknesses in the Italian policies, rules and laws.

Introduction to rules policies and laws:

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The first law on immigrants was in 1986 when the workers were given the same rights to Italian workers. In 1989 came the first law for students. In-tercultural education was pointed out due to emergency of the immigrant stu-dents phenomena. The law C.M. 8/9 1989,n. 301 was passed which entailed the right to education of the immigrant students, with the initiatives suggesting the learning of Italian language while valorizing the language and the culture of origin. Then in 1990 another law was passed (C.M. 22/7/1990, n.205) which stated the interactive relationship among Italian and foreigner students promoting intercultural education. With this law it was introduced for the first time an im-portant step towards the global form of prevention towards racism and intollerance in Italy. This was further supported with the C.N.P.I of 24/3/1993 on racism and anti-semitism in the context of the role of the schools. The immigration law n. 40 6th March 1998, art.36, states: all the autonomus and organisational institutions should act upon intercultural projects for the new ways of formation, concerning all student, which are aimed to valorize the linguistic and cultural differences, and through these to promote learning and exchange. This was to be followed through by the organization and management staff of the school.The law of 31st August 1999, n.394 covers the enrolment of the student even during the academic year, making teachers responsible for bringing newly arrived students up to level with the existing curriculum. It also mentiones the undating and formation of projects and activities on the intercultural education.

Even though the widely discussed Bossi-Fini law (30th July 2002, n. 189) has changed the legislation on exile and previous laws on immigra-tion it does not change the 1999 law concerning students. Today on the oth-er hand, the law which I had mentioned before is the law C.M. n. 24, of 1st March 2006 which gives us the contemporary guidelines for receiving and integrating foreigner students. A last report was prepared by MIUR in 2007 to specify the guidelines of 2006 which referenced Eurydice 2004 re-port into the Italian system which will be explained in the following pages.

Cronology of the main laws in Italy on immigrant students: 1989-2006

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right to education for

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intercultural education

against racism

promote learning exchange and valorize differ-

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guidelines for receiving and inte-grating foreigner

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Guidelines for welcoming and integrating foreign students, 2006:

Italy accepted these guidelines in 2006 regarding the integration of foreign children. It is the official guideline that can be found in the Ministry of educa-tion, university and research, department of education and general directions for the students. It is structured in 2 parts that are the context defining the scene in 2005/2006 and how Italy chose the intercultural education. The second one is regarding the operational indications that are structured in 9 chapters which are shown on the right page.

Equal distribution of foreign students is one of the most important subjects in this guideline as for Italy the need for an intecultural education started with the rapid growth of immigrants and their homogeneous allocations within the city and therefore the schools. So this action is for allocating the immigrant children equally into the schools. This subject is not only interested in the distribution of students but also the distribution of benefits to enhance equity avoiding the social exclu-sions.

According to this guideline, In receiving the students into the school there are 3 important steps that are the administrative step, communication step that involves the parents and the educational-didactic step. The next indication is on attaining the title that is given by the state exam in order for the immigrant children to proceed with their educations.

Another imporatant stepping stone is the teaching of Italian and learning of other languages. Learning Italian is very important firstly for the capability of under-standing other academic subjects but also for social purposes. In order for this to happen there should be extra care in the arrival of the child.

Orientation on the other hand is for the longer carreer of a child. It helps the chil-dren to attain the school more and lowers the drop outs.

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Equal distribution of foreign students

How to receive and welcome the foreign students.

Ways to attain the conclusive title of the 1st cycle of education

Teaching of Italian and learning of other languages

Orientation

Linguistic and cultural mediators

Formation of the school staff

Evaluation of academic success

Text books, libraries and didactic materials

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The need for the cultural and lingustic mediators come from the educational environment that has a high level of foreign students. The mediator helps for the pre-cision of the communications at school.

Since pluralism is a dynamic process it is important to know that in this complex structure there is a need for well equipped professionals that are moving along with the developping atmosphere. Evaluation of the student is necessary in order to enroll them in the correct levels and to encourage them, always referring to their background and former educations. Class materials should be picked with care basing on a pedagogically wide range of materials of different expressions, sciences of various populations and their cultures in order to promote an intercultural education.1

1 MIUR, 2006, pg. 1-18

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MIUR “italian way to intercultural school and integration of foreigner students”, 2007:

This is the most recent report we can find in relation to integration of students in Italy. The reason for preparing an Italian model comes from the need to:-highlight the specific conditions, choises and actions that have determined the italian experience,-finding the strong points to make a system out of them-finding the weak points to deal with the new practices and resourses,-to make evident the new objectives.

Characterizing a model means to analyse principles, desicions and actions.The principles are universalism, public schools and the insertion of this universal view into the schools, centrality of the person in relation with the other and intercul-ture.

Contemporary pedagogy is oriented towards the valorization of the person and the construction of educative project that are based on the biographical and re-lational unity of the student. This topic is referred to in Law n.30/2000 and Law n.53/2003 which highlights a principle that is valid for all students. Interculture on the other hand talks about the Italian schooling system that chose to adopt an intercultural prospective which promotes the dialogue between cultures.

The activies are summed up in 10 categories which are welcoming and enrolle-ment to the school, Italian as a second language, valorization of plurilingualism, re-lationship with the foreign families and orientation, relationship to the school and in afterschool hours which is based on the dynamic concept of culture. Inter-culturality as changing in relations concerns most of all the teachers: mirror effect forces the teacher to contront and critisize herself, moving away from rigidity, stereotypes in the ways of thinking openning new possibilities of learning.

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Other actions are interventions agains discriminations and prejudices, inter-cultural prospective in knowledge, autonomy and networks between school institues, civil society and territory, role of schools administratives and finally the role of aca-demic and non academic school staff.1

1 MIUR, 2007, pg. 1-24

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Education and Migration:

“This is an independent expert report commissioned by the Eu-ropean Commission’s Directorate-General for Education and Cul-ture written in 2008. The main author is Professor Friedrich Heckmann, currently the director of the european forum for migration studies at the Uni-versity of Bamberg and a member of the NESSE network of experts. Drafts of this report benefited from comments and advice from other NESSE network members and from other experts in this field.The chapters include: situation of migrant students in the education system, explaining underachievement, raising the opportunities of migrant children, policies and measures on the societal level, single school matters, anti-discrimination polities, language and interation and finally con-clusions.

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“...Another approach to explaining different educational opportunities for children and youth is by looking at the quality of schools as organisations in per-forming their tasks. The “Quality of Schools” research tradition has identified several indicators that measure the quality of performance of schools as educational organi-zations. Good schools have among others the following characteristics (Fend1998, 142, 367):-a shared pedagogical concept-high quality of school management and leadership-consensus and cooperation among teachers-stable structure of teaching staff-high expectations of teachers towards students-few hours of teaching lost due to illness or absence of teachers for other reasons-richness of school life-good discipline of students -good school library-involvement of parents in school life. It seems that not much is known about the characteristics of schools that perform well with regard to the integration of migrant children (Stanat et al. 2007, 44). Howev-er, the policy of the British Department of Education and its Office for Stand-ards in Education, of identifying schools that are particularly successful infulfilling national standards makes it possible to learn about criteria of those schools that are especially successful in integrating ethnic minority children. In 2002, forinstance, the Office for Standards in Education published a report “Achievement of Black Caribbean Pupils: Three Successful Primary Schools - Allfarthing Prima-ry School in London; Moat Farm Infant School in Oldbury and Sudbourne Primary School in Brixton. (Office for Standards in`Education 2002). Among others the follow-ing distinguishing traits were listed:-good management of the school-good cooperation among staff-high expectations of teachers towards pupils, coupled with readiness to give support

Explaining underachievement:

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-good quality of teaching-good equipment of school and-high involvement of parents.

This leads us to the hypothesis, already mentioned above, that schools of good gen-eral quality are also good for the integration of migrant children and their educational opportunities.”1

1 Nesse, 2008, pg.23,24

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“Segregation can be regarded as a multi-level concept. On the one hand it refers to a macro structural feature of society and is an expression of an ethnic stratification system. Segregation can also be, on the meso level, a character-istic of organizations like schools. People of different ethnicity or of migrant vs. non-migrant status are members in different organizations, or within an organiza-tion, in different and separated structures. On the micro level of small groups and inter-individual interaction, segregation refers to separated, homogenous ethnic or migrant structures. Segregation is a concept for social and physical spatial separa-tion and distance between groups and individuals. School segregation means that the student body of a school – and sometimes the teaching body as well – is primarily composed of one migrant ethnic group or of migrants of different ethnicity. Segregation can be de jure and de facto. European coun-tries do not officially have segregated schools for migrant and ethnic minority children on a legal basis. The case of separate schools for indigenous or national minorities in some European nation states – as in Spain - is a case of cultural autonomy, in which the separation is voluntary and rests on the will of the minority. De facto segregation of migrant children in urban schools – usually in disad-vantaged city quarters – exists in all European countries that have experienced im-migration in the second half of the 20th century. This school segregation is primarily the result of concentration and segregation of migrants in housing. Where housing is highly segregated neighbourhood schools will generally be segregated too (Kristen 2003). Existing school segregation may also reinforce housing segrega-tion, since some majority households may move away to areas of a city with no or only a small minority population, because they prefer majority dominated schools.”1

1 Nesse, 2008, pg.24,25

School and classroom segregation as an explanation of underachievement:

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“Labour market and schools have been and are the major institu-tions of integration in all immigration countries. Schools are the main agents for cultural integration or acculturation of immigrant populations in a process that lasts for two or three generations. Acculturation does not mean assimilation as complete acceptance an internalization of the immigration society’s culture, but the school is and has to be the institution in which major elements of the receiving country’s culture, its language,values, norms, habits, aesthetic standards, symbols and many other things, are learned by migrant children, without necessarily giving up the family cultural background. Particularly for first generation immigrants and their children, the school of the immigration country is experienced as a place of enormous cultural difference and strangeness. To a large degree this is unavoidable. School and curriculum policies however, could plan to partly integrate cultural items from countries of emigration of major of their students into school life and learning proc-esses. Farley (2005, 368) has stressed that the absence or distorted presentation of minorities in school materials may seriously harm the self-image and self-esteem of minority group children and negatively affect their chances of success in school and may make it difficult to take positive role models from a minority group background. This integration of cultural items from emigration countries again is something that the individual school can only partly do on its own, it has to be supported by a political will and decreed by directives of authorities that are responsible for education systems.1

1 Nesse, 2008, pg. 47

Policies and measures on the societal level: Acculturation and cultural distance:

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“Aiming at educational progress for migrant children by improving schools is of particular importance. Such changes are comparatively “easier” to bring about than those to compensate for the students’ background disadvantage through indi-vidual support and mentoring and compensatory programmes. American Educational Research Association (Zurawsky 2004) research emphasizes combining increased academic demand with a warm emotional climate and individualized support” (Schofield 2006, 96). Research on detracking also stresses the importance of provid-ing substantial assistance for helping initially low achieving students (ibidem). The reality of school learning for migrant students in many European countries, however, is such that these conditions hardly exist. They have to be implemented first. To make the class “a pleasant place, relatively quiet and orderly” and to maintain “reasonable order” is something that teachers in schools with a high proportion of minority students have to continuously struggle for. Any single didactic method will “wear off” when being practised too often or even exclusively. The success of teaching methods can depend a lot on the degree to which variation of methods oc-curs and two examples serve as an illustration. One is the possibility of supporting language teaching by methods of e-learning, the other is theatre education (“Theaterpädagogik”). The Italian project “Guarda che ce la fai” is a CD that sup-ports second language teaching for immigrant children and young people. The CD is composed of 11 movies that are aimed at facilitating the learning of the Italian lan-guage as a foreign language. It includes a wide range of activities to improve oral and written communication. The CD has been designed in cooperation with 11 schools in the Torino area, involving some 400 students, of which more than one fourth were migrants of different nationalities. It is an interactive CD with 300 exercises. Since one of the main problems of foreign students is a shift from everyday colloquial language to the language used in different subjects, such as biology, history or mathematics, the CD also has a glossary of terms for different subjects that are being taught. The Erika-Mann-Schule is a school for primary education in a quarter with a large migrant

The single school matters: Policies and measures in schools:

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population in Berlin (www.erika-mann.de). A main feature of the school, the central element of its school profile, is the application of methods of theatre education in most subjects and regularly. Learning social roles, language, facial expres-sion, body movements, symbols and gestures in a playful way success-fully supports the cultural and social integration particularly of the migrant children.1

1 Nesse, 2008, pg.49-51

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“For new immigrants to be integrated in the regular schools it has proven successful to install transitional classes in which language learning is the central effort, but an attempt is made to teach other subjects as well. Attendance at these classes lasts for up to two years, depending on the speed of progress that the stu-dent makes, and the goal is to join a regular class as soon as possible. Another adaptation, and for many countries in Europe this would be an innovation, would be the instalment in schools of learning and homework centres after the regular classes. The latter has been successfully practised in several schools in a large project in New Zealand. Migrant and minority students receive individual help, feed back and monitoring for completing “homework” assignments between 3 and 5 pm.The mentoring is done by teachers and some qualified voluntary parents. For migrant and ethnic minority parents who often cannot either support or monitor the homework of their children, this is a great relief and increases academic achievement of the stu-dents (Drexler 2007, 66).”1

1 Nesse, 2008, pg.51,52

Organizational adaptations:

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“Most migrant families have come from societies with either totally missing or scarcely developed welfare state systems. Material and social support of the in-dividual depend on family and kinship. A central locus of solidarity is the rela-tion between generations. This has an enormous impact on what parents and children mean for one another, what they expect from one another and how they value each other. The immigration decision and experience further reinforces this re-lationship (Nauck 2004, 101/102). Since the central motivation for migration is to improve the life of the family – which was judged not to be possible at home – the parents are in principle highly interested in educational and social mobility of their children. The involvement of parents in schools or other educational institu-tions is relevant for all parents and all schools. Involving migrant parents, however, is particularly important for two reasons: on the one hand, because of the close relationships between the generations in migrant families as just stated, and on the other, because the parents often lack about the education system and ex-perience a social distance from schools in the immigration country. Thus, despite the interest of parents and high (and frequently unrealistic) aspirations (Stanat et al 2007, 45) for their children’s career, often hardly any parental involvement can be observed. As Schofield (2006, 101) says, “in fact it is common for immigrant, mi-nority and low income parents to feel alienated, powerless, and culturally estranged from their children’s school and to avoid involvement in them… In addition, immi-grant parents may have quite different ideas regarding the proper role of schools and parents than do their children’s teachers or feel diffident or embarrassed interacting with teachers, especially if they lack fluency in the language of the host country or have little education themselves.” Parents have to be mobilized. Incentives for immigrant parents to come to school and to organize the voicing of their needs have to be created. Schools should be proactive (Portes and Rumbaut 2006, 370). As to the effectiveness of parental involvement, Schofield mentions that there is some disagreement in the research field, but concludes in the end that “carefully structured programs can stimulate increased parental involvement among immigrant parents with low levels of education with positive academic outcomes for their children…

Relations to parents and communities of migrants:

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Indeed research suggests that family involvement is positively related to achievement regardless of factors such as SES or ethnicity” (Schofield 2006, 102). A successful measure of parental mobilization and involvement has been prac-tised in New Zealand and in Switzerland. The creation of the role of “community liaison coordinators” (New Zealand) or of “Kulturvermittler” (Switzerland) among the parents of the same ethnicity as migrant students involves three major activities: commu-nication with the parents in the parents’ language, home visits to migrant families by liaison officers and involvement of migrant associations (Drexler 2007,68, 84).”1

1 Nesse, 2008, pg.51,52

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“School segregation is usually a result of segregation in housing. When par-ents move out of a quarter, because they want a different school for their children, school segregationreinforces housing segregation. On the other side, an attractive school could loosen the existing relationship between housing and school segrega-tion by attracting students from outside the quarter, or even help reduce housing segregation when families move to a certain area because of the attractiveness of the school. Such schools in disadvantaged areas that attract students from other parts of a city and thus arrive at a “good mix” of the student population are called magnet schools.Magnet schools were originally initiated in the late 1970’s in the United States as a means for ending “racial” segregation in the public school system. The concept of these schools intended placing magnet programmes offering special cur-ricula such as math, science or performing art programmes in “racially” isolated neighbourhoods to encourage outside students to enrol. Thus magnet schools try to promote school desegregation by attracting students from a variety of middle class neighbourhoods in a metropolitan area, while at the same time strengthening the educational programme in vulnerable quarters. The concept of magnet school in principle is transferable and there is some expe-rience with magnet schools in Europe as well. A European discussion of magnet schools should also realise, however, that there is a developing critical reflection in the US on the processes that some of these schools have produced with vulnerable groups of students being pushed aside by middle class groups. From the meso-level of discussion on the school as an organization we now turn to look at pos-sibilities of influencing individual human development and educational progress.1

1 Nesse, 2008, pg.57

School desegregation via the creation of magnet schools:

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School desegregation via the creation of magnet schools:

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“This final chapter summarises the main conclusions of this report and for-mulates a number of recommendations based on these conclusions. These conclu-sions and recommendations are aimed at informing education policy-makers and practitioners and at supporting their decision-making in the ongoing process of sys-tem reform.1) Migrant students are disadvantaged in terms of enrolment in type of school, duration of attending school, indicators of achievement, dropout rates, and types of school diploma attained. The degree to which migrant student achievement is related to social origin depends much on national education system context. The educational attainment of migrant students is comparatively higher in coun-tries with lower levels of economic inequality, high investments in child care and awell-developed system of preschool education. Recommenda-tion 1: Install an effective preschool system and child care system; it improves the educational opportunities, attainment and school careers of migrant students.2) The educational attainment of migrant students is better in comprehensive systems with late selection of students to different ability tracks and worse in systems of high selectivity. Recommendation 2: Make educational systems more comprehensive and less selective in order to improve the opportunities, attainment and school careers of both migrant and native students.3) Integration into the culture of the immigration country is a major func-tion of schools in immigration countries. Therefore, the relative absence or distorted presentation of migrants in the curriculum, in textbooks and on other school ma-terials and in school life harms the self-image and self- esteem of minority group children and youth and negatively affects their chances of school suc-cess. Recommendation 3: Integrate elements and symbols of the cul-tures of origin into school life, in the curriculum, textbooks, and inother school material. Do this in consultation with representatives of the new com-munities.

Conclusions and recommendations of the Nesse report:

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4) The single school matters. Quality of school research supports the hypothesis that schools of good general quality are also good for migrant children and their edu-cational opportunities. Recommendation 4: Improve the general quality of the school via measures that include good management of the school, good coopera-tion among teaching staff, high expectations of teachers with readiness to give sup-port, good quality of teaching, good discipline, good equipment of the school and strong parent involvement. 5) Peers have a substantial influence on the achievement of migrant children. Con-centration of migrant children in schools hinders their academic performance. Minority children exposed to classmates with better performance and higher educational aspi-rations tend to increase their own. Recommendation 5: Desegregate schools and classes where there is concentration of minority students. Desegregation via housing policies and magnet schools is recommended and preferred over bussing. 6) There is an over-representation of migrant children in schools for children with spe-cial needs. Recommendation 6: Educational authorities should scrutinise the pro-cedures for assigning migrant children to schools for children with special needs.7) Discrimination is a major factor affecting the achievement of migrant students. Re-search shows that denied support is the most significant form of discrimination in the education of migrant children. Recommendation 7: Initial teacher education and in-service training should prepare teachers adequately for teaching migrant students. The element of support should be increased in the role of the teacher and posi-tions of teacher assistants should be introduced for practising with students and helping underachievers. Homework centres should be created in schools for learning and support after classes. 8) Strengthening the support function of schools with large numbers of migrant students will need specific and additional financial resources. Recommendation 8: Schools with

Conclusions and recommendations of the Nesse report:

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large proportions of migrant students should be allotted additional financial resources. This funding should be perceived as an investment rather than a cost.9) The teacher-student relationship is central in any school and system of education. Low teachers’ expectations towards minority students generally have a negative influ-ence on their performance. Recommendation 9: Teachers should have high expecta-tions for possible improvement of minority students. Raising expectations has to be combined with additional emotional and academic support. Increasing the rigour of minority education is another measure. At the same time third and fourth chances should be given to underachievers in tests and examinations. 10) Teachers of a migrant and minority background have a positive influence on-migrant achievement in schools. Recommendation 10: Encourage young people of migration background into teaching careers. Schools should hire more teachers with a migration background. 11) Parent involvement is positively associated with achievement of chil-dren in school. Immigrant parents generally do not seek contact with schools.Rec-ommendation 11: Schools have to act pro-actively towards immigrant parents. These have to be mobilized via community coordinators of the same ethnicity as the parents.12) Mentoring in different forms and by different actors can substantially improve school attainment. Recommendation 12: School authorities and school management should encourage and coordinate mentoring activities from outside the school by voluntary associations, welfare organisations, migrant associations and munic-ipalities. Ethnic mentoring seems to be a particularly successful form of mentoring.13) Weak family resources and activities for the socialization of children in migrant and low income families can be somewhat compensated by different kinds of early childhood programmes. They support general develop ment and learning the lan-guage of the immigration country. Many programmes have been scientifi-cally evaluated and proven effective. Recommendation 13: Migrant families and low income families should be encouraged and enabled to take part in early childhood education development and language learning programmes.

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14) Apart from compensatory policies and programmes diversity policies and “soft” forms of affirmative action can contribute to raising educational opportunities of mi-grant children. Recommendation 14: Educational authorities and schools should regularly set goals for improving minority student education, like increasing rates of enrolment in academically demanding schools or school tracks, lower rates of early school leaving or improving discipline and grades. Goals should also be set regarding hiring greater numbers of teachers with a migration background. Monitoring must ac-company such efforts. 15) Language issues are a core part of educational policies and integration processes in immigration societies. They should be discussed differently for migrant minorities who are in an integration process, and national or autochthonous minorities who have the right for cultural autonomy. Immigrants, particularly their children, need a full com-mand of the lingua franca of the immigration country for full integration. There is no compelling research evidence regarding the interdependence of learning first (family language) and second (lingua franca) languages and for the assumed effects of bilin-gual education. There is evidence for a critical period of learning the second language more easily before puberty. Recommendation 15: Migrant children should come to a full command of the lingua franca of the immigration country as early as possible. Language training should be a central part of pre – school education. Priority should be given to the common language of the immigration country, since full command of the first language does not seem to be a necessary condition for learning the lingua franca of the immigration country. The lingua franca should be the language of instruc-tion from the beginning of schooling. Since multilingualism is of high value the first language should be further developed in general language learning in school.16) Foundations and other civil society actors have begun to create programmes for very talented and engaged migrant students. This will contribute to upward social mobility of migrants, create role models and help to change the image of migrants as primarily a problem group. Recommendation 16: In addition to recom-mendations 1- 15, educational authorities and civil society actors should be encour-aged to increase the number of programmes for the education of highly talented young migrants.”1

1 Nesse, 2008, pg.81-84

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EURYDICE:

Eurydice is a network that provided the survey of April 2009 commissioned by the Europen Commission on integrating immigrant children into schools in Eu-rope.The report is divided in two chapters consisting of: “Communication with immi-grant families and “heritage langugage teaching for immigrant childen.”“The information provided relates to the reference year 2007/08. It comes from ques-tionnaires filled in by the national units of the Eurydice network, other than Turkey. It covers pre-primary, primary and secondary levels of general education, provided by the public sector or the subsidised private sector (Belgium, Ireland and the Nether-lands). Statistical data provided by Eurostat, the PISA and PIRLS 2006 surveys and certain national sources are also used.”1

The survey analyses further more under the first chapter of communication be-tween school and immigrant families; the countries publishing information on the school system in the mother tongue of immigrant families, use of interpreters and resource persons responsible for reception and orientation of immigrant pupils. Second chapter on the other hand looks into the teaching of heritage language and entails, two principle methods of organising mother tongue tuition for immigrant pu-pils, closer correspondence between the foreign language provision and the mother tongues of immigrant pupils and lastly several national strategic policies for education are underpinned by linguistic and cultural diversity at school.

In this survey we can also find specific references to countries such as the refer-ence for Italy in the first chapter under the chapter that surveys the communication

1 Eurydice, 2009, pg. 3

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with immigrant families, reception of immigrant pupils and orientation: “In Italy, the ministerial circular of March 2006, which contains the guidelines for the welcome and integration of foreign children, gives indication on the use of linguistic and cultural mediators in schools with foreigns pupils. In practice, these mediators welcome and tutor newly-arrived pupils and help them integrate at school. They also have interpretation and translation duties, and serve as mediators in parent-teacher meetings, especially in specific problem cases.”1

1 Eurydice, 2009, pg. 17

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OECD:

“The best way to measure how well immigrants are integrated into a society is arguably not by how their outcomes compare with those of their native-born peers, but rather by their children’s outcomes. There are always reasons to explain why adult immigrants do not do as well as native-born individuals in the labour mar-ket. For example, they may not speak the language of their new country fluently, or their qualifications or work experience obtained abroad may not be recognised, or equivalent to domestic qualifications, or adapted to what is required in the destination country. However, one would not necessarily expect such reasons to apply to immi-grants’ children who were born in the country or who arrived when they were quite young and were fully, or almost fully, educated in the country of residence. This would particularly be the case if immigrant parents had the same educational attainment or, more generally, a similar socio-economic background as non-immigrant par-ents, on average. In a number of countries, however, many immigrant parents have lower educational attainment than non-immigrant parents. They are also often em-ployed in low-skilled occupations. The educational outcomes of their children have, in consequence, become a litmus test for how well education systems and indeed the broader society address social and educational disadvantage, especially for im-migrant students born in the new country. Is it really possible that the fact of having immigrant parents has a stronger influence on how well someone does in life than being immersed from a very early age in a country’s society and educational institu-tions?

This book looks at the educational attainment of immigrant children and how it could be improved, drawing on results from the OECD Programme for In-ternational Student Assessment (PISA), which measures the performance of stu-dents at the age of 15 across the OECD and a number of other countries.”1

1 OECD, 2012, pg. 14

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“Different immigration and education policies across countries shape the context in which the children of immigrants strive to learn. History, international treaties and domestic immigration policy are all factors which have influenced and continue to influence the immigrant intake in a particular country. Education systems differ in the way they distribute resources and establish system-wide and school-level policies. The following overview of the context in which children of immigrants learn is intended to provide a frame of reference for the evidence and results discussed”1 in the book.

1 OECD, 2012, pg. 17

Overview of Immigration Regimes and Education Systems :

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50 years of net migration in selected OECD countries, 1959-2009:*Map: OECD,2012,pg. 19

This book starts looking at the general situation among OECD countries including Italy for after relating the chapters to the existing problems. As clearly read from the graph the trendline has gone up in the last half of the century.

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19UNTAPPED SKILLS: REALISING THE POTENTIAL OF IMMIGRANT STUDENTS © OECD 2012

OVERVIEW OF IMMIGRATION REGIMES AND EDUCATION SYSTEMS1

of the Iron Curtain ushered in a new era of international migration, as barriers to out-migration, if not to immigration, came down almost everywhere. In addition, economic globalisation created needs and opportunities for workers, both skilled and lesser skilled, in new centres of development, production and growth, such as Korea, Thailand, Malaysia, Singapore, China and India.

At the same time, most former OECD emigration countries became immigration countries, showing immigration rates (before the economic crisis) that were on average as large as those of traditional OECD immigration countries (Figure 1.1). Such countries are thus being faced with new challenges, in both their educational systems and their labour markets, which they have not had to face before in a significant way.

By 2010, foreign-born individuals as a percentage of the total population reached an average of about 14% for countries participating in PISA 2009 and 11% for OECD countries (Figure 1.2). These averages over countries mask a considerable variability in immigrant prevalence. In Israel the size of the foreign-born population reaches 40%, Luxembourg follows with 35% and in Switzerland, New Zealand, Australia and Canada it ranges from 21% to 23%. Ireland with 20% and Austria with 16% are also above the OECD average. Spain, Sweden, Estonia, the United States and Germany are all near the OECD average. In contrast, Mexico, Korea, Japan, Turkey, Chile, Poland and the Slovak Republic have foreign born populations at less than 2% (Table B1.2).

Among partner countries and economies, some countries have negligible numbers of immigrants in percentage terms, such as Indonesia, Tunisia and most Latin American countries. At the other end of the spectrum are countries such as Dubai (UAE) and Qatar, where the immigrant population is almost as large if not larger than the native-born population, and countries or regions which have been involved in border changes, break-ups or changes in international status, such as the republics of former Yugoslavia and the Soviet Union and Macao- and Hong Kong-China. In the countries of former Yugoslavia, the foreign-born populations largely consist of individuals from other republics of the former country who had migrated (internally) before the break-up. In the former republics of the Soviet Union, such as Estonia, Latvia, Kyrgyzstan and Kazakhstan, immigrants are often ethnic Russians who attend Russian-language schools in those countries. Immigrants in Macao- and Hong Kong-China are mostly ethnic Chinese from the rest of China. Many immigrants in the Czech Republic are from the Slovak Republic. Most immigrants from Hungary are ethnic Hungarians who have “returned” to Hungary from their homes in the Slovak Republic, Romania and Serbia. All of these countries are included in the analyses of this publication, sample sizes permitting, with the cautionary note that much of the international migration in these cases does not bear all of the hallmarks usually associated with the cross-border movement of populations with ethnic, cultural and linguistic backgrounds different from those of the destination country. Table B1.5, which shows the assessment

Figure 1.1 50 years of net migration in selected OECD countries, 1959-2009

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1956 1961 1966 1971 1976 1981 1986 1991 1996 2001 2006

Net migration as a percent of the total resident population

Emigration countries Immigration countries All countries Trendline (All countries)

Note: Immigration countries include Australia, Austria, Belgium, Canada, France, Germany, Luxembourg, the Netherlands, New Zealand, Sweden, Switzerland, the United Kingdom and the United States. Emigration countries include Czech Republic, Denmark, Finland, Iceland, Italy, Norway, Slovak Republic, Japan, Greece, Hungary, Ireland, Poland, Portugal and Spain. Korea, Mexico and Turkey are out of the scope of the study for data availability reasons.

Source: OECD (2011), Labour Force Statistics.

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Foreign-born population as a percentage of the total population, 2010:*Map: OECD,2012,pg. 20

In this chart we can see the countries that are ordered according to the foreign born population in all OECD countries. As we can see Italy among the OECD countries comes rather back in the list having a rate lower than 10% yet we should not diregard the foreigners born in Italy.

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OVERVIEW OF IMMIGRATION REGIMES AND EDUCATION SYSTEMS1

Figure 1.2 The foreign-born population as a percentage of the total population, 2010

Mexico

Korea

Japan

Turkey

Chile

Poland

Slovak Republic

Hungary

Finland

Czech Republic

Italy

Slovenia

Portugal

Denmark

Belgium

Norway

Greece

United Kingdom

Netherlands

France

Iceland

Germany

United States

Estonia

Sweden

Spain

Austria

Ireland

Canada

Australia

New Zealand

Switzerland

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Indonesia

Peru

Colombia

Tunisia

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Romania

Bulgaria

Thailand

Uruguay

Trinidad and Tobago

Albania

Azerbaijan

Panama

Argentina

Lithuania

Kyrgyzstan

Serbia

Montenegro

Russian Federation

Latvia

Croatia

Kazakhstan

Liechtenstein

Hong Kong-China

Singapore

Jordan

Macao-China

Dubai (UAE)

Qatar

Partners

0 10 20 30 40 50 60 70 80 90 100%

Countries are ranked ascending order of the percentage of the foreign-born population.

Source: Trends in International Migrant Stock, United Nations 2011.

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Permanent immigration into selected OECD and non-OECD countries, total and by category of entry, 2009: *Map: OECD,2012,pg. 22

In this table we can see the categories that relate to permanent immigrations. Italy as we can see comes right after the OECD average in its percentage and has the largest percentage of entry into the country due to work followed by family reunion purposes.

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OVERVIEW OF IMMIGRATION REGIMES AND EDUCATION SYSTEMS1

The countries of Southern Europe constitute an interesting example, because they are among the countries which have seen very high levels of labour migration over the past fifteen years. However, the education levels of immigrant parents have not been especially high, although they have not been substantially different from those of its (older) working-age population. Despite this, the PISA reading outcomes of immigrant children in these countries have not been especially favourable.

Other aspects of migration policy can affect the migration of family members and in particular of immigrant students. Historically, not all immigrants have been allowed to bring in their families at the same time they themselves migrated, nor have their spouses necessarily been allowed to work. Family reunification continues to be subject to certain conditions in most countries, in particular the requirement of adequate income and lodgings. In practice, these requirements may delay family reunification and the arrival of immigrant children in the educational systems of destination countries. By contrast, highly skilled migrants are normally allowed, and indeed in many countries encouraged, to come with their families from the beginning.

The composition of international migrationFor both historical and policy reasons, the scale and nature of international migration movements differ from country to country. Figure  1.3 gives an indication of this variability across OECD countries for a recent year (2009), showing both the relative importance of permanent migration and the distribution by category of entry. These statistics show immigration for a given year, that is immigration flows, as opposed to Figure 1.2, which shows the extent of the entire immigrant population. Note that most of the large countries in Figure 1.3 have relatively low immigration rates, even if the absolute numbers of immigrants in these countries may seem large. Free circulation has become an important category of entry for many European countries, although it was less so prior to the enlargement of the European Union (EU) in 2004. Labour migration (excluding free-circulation movements) tends to be a minority phenomenon in almost all countries and the number of people entering under this category is generally smaller than those entering as family migrants.

Figure 1.3 Permanent immigration into selected OECD and non-OECD countries,

total and by category of entry, 2009

0

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Countries are ranked in ascending order of the percentage of the total population.

Source: OECD, 2011.

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Percentage of immigrant students:*Map: OECD,2012,pg. 26

The distinction among students is very important in order to understand them through-out their educational process. Children can be coming from various environments. Children that have lived the migration in person, adopted children, children born in Italy from foreign parents,... so here in this map we see the first generation and the second generation student’ percentages in various countries. Italy according to this chart, has more first-generation students in the percentages in comparison to second generation students.

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OVERVIEW OF IMMIGRATION REGIMES AND EDUCATION SYSTEMS1

a school or a student could be excluded from PISA. Schools might be excluded because they are situated in remote regions and are inaccessible or because they are very small, or because of organisational or operational factors that preclude participation. Students might be excluded because of intellectual disability or limited proficiency in the language of the test.

The specific sample design and size for each country aimed to maximise sampling efficiency for student-level estimates. In OECD countries, sample sizes ranged from 4 410 students in Iceland to 38 250 students in Mexico. Countries with large samples have often implemented PISA both at national and regional/state levels (e.g. Australia, Belgium, Canada, Italy, Mexico, Spain, Switzerland and the United Kingdom). The selection of samples was monitored internationally and adhered to rigorous standards for the participation rate, both among schools selected by the international contractor and among students within these schools, to ensure that the PISA results reflect the skills of the 15-year-old students in participating countries. Countries were also required to administer the test to students in identical ways, to ensure that students received the same information prior to and during the test (for details, see PISA 2009 Results Volume I, Annex A4 [OECD, 2010b]).

THE PREVALENCE OF IMMIGRANT STUDENTS ACROSS COUNTRIESImmigrant students represent more than 5% of the student population in 25 of the 34 OECD and 13 of the 30 partner countries and economies that participated in PISA 2009. Figure 1.4 shows the proportion of 15-year-old students who have an immigrant background. The grey bar represents the percentage of first-generation students and the blue bar represents the percentage of second-generation students. Across OECD countries, 10% of the students assessed by PISA have an immigrant background. This group represents 40% of students in Luxembourg. In New Zealand, Canada and Switzerland, immigrant students represent around 24% of students. In Israel, the United States, Australia, Germany and Austria, immigrant students represent between 15% and 23% of the student population, and in Belgium, France, the Netherlands, Sweden and the United Kingdom, between 10% and 15%. Among the partner countries and economies, immigrant students represent around 70% of the student population in Dubai (UAE) and Macao-China. They also represent a sizeable percentage of the student population in Qatar, Hong Kong-China and Liechtenstein (between 30% and 50%). In Singapore, Jordan, the Russian Federation, Kazakhstan and Croatia, the percentage is between 10% and 15% (Table B1.3).

Figure 1.4 Percentage of immigrant students

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Countries are ranked in descending order of the percentage of immigrant students (first- and second-generation students).

Source: OECD PISA 2009 Database, Table II.4.1.

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Performance disadvantage of first and second-generation students: *Map: OECD,2012,pg. 40

From this table we can read that the first generation students are usually disadvan-taged in relation to the second-generation students. This is mostly due to their lack of the immigration country language which leaves them behind in their academic stud-ies. Seen from the previous map Italy has more first-generation students that second-generation students and this graph indicated they have almost half the chance of the second-generation for success.

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THE PERFORMANCE PROFILES OF IMMIGRANT STUDENTS2

Figure 2.6 Performance disadvantage of first- and second-generation students

-125 -75 -25 25 75 125

OEC

D Australia

Hungary

New Zealand

Czech Republic

Canada

Israel

United States

Estonia

Portugal

Ireland

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Netherlands

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OECD average

Switzerland

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Partners Qatar

Dubai (UAE)

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Macao-China

Jordan

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Hong Kong-China

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Liechtenstein

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Panama

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Lithuania

Score point difference

Second-generation students First-generation students

Note: Score point differences that are statistically significant are shown in a darker tone.

Countries are ranked in ascending order of score point differences in reading performance between non-immigrant students and first-generation students.

Source: Table B2.1a.

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Proportion of students with low maternal education, by immigrant status: *Map: OECD,2012,pg. 43

One of the reasons of the lower performances at school is the lack of communication between families and the school. In most cases the families can hesitate to contact the school due to their backgrounds, lack of education, struggle to keep up with the child’s education, socio-economical problems or simply due to the fact that they do not know the language. So, it is important to cooperate with families in order to have a better performing child at school.

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Figure 2.8 Proportion of students with low maternal education, by immigrant status

100 20 30 40 50 60 70

OEC

D Greece [2.4]

Slovenia [1.7]

Finland [1.4]

Hungary [1.3]

Norway [1.3]

Sweden [1.2]

Austria [1.1]

United Kingdom [1.1]

Estonia [1]

Mexico [1]

Spain [1]

United States [0.9]

Switzerland [0.9]

OECD average [0.9]

Netherlands [0.9]

France [0.9]

Germany [0.8]

Luxembourg [0.8]

Italy [0.8]

Denmark [0.8]

Israel [0.7]

Portugal [0.7]

Czech Republic [0.7]

Belgium [0.7]

Canada [0.6]

Australia [0.6]

New Zealand [0.5]

Ireland [0.4]

Iceland [NA]

Partners Kazakhstan [2.6]

Montenegro [1.3]

Panama [1.2]

Hong Kong-China [1.1]

Croatia [1.1]

Liechtenstein [1]

Brazil [0.9]

Macao-China [0.9]

Argentina [0.8]

Azerbaijan [0.8]

Serbia [0.8]

Russian Federation [0.7]

Jordan [0.7]

Trinidad and Tobago [0.6]

Singapore [0.5]

Dubai (UAE) [0.4]

Qatar [0.4]

Kyrgyzstan [0.4]

Latvia [N/A]

Lithuania [N/A]

First-generation students Second-generation students Non-immigrant students

Note: Relative risk of students with low maternal education is indicated in brackets next to the country names. The relative risk is the proportion among immigrant students divided by the proportion among non-immigrant students.

Countries are ranked in descending order of the relative risk of low maternal education for immigrant students – the proportion of students with low educated mothers among non-immigrant students divided by the proportion of students with low educated mothers among immigrant students.

Source: Table B2.2i.

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“Designing policies that are effective in allowing all students to reach their potential requires that differences and similarities between immigrant and non-immigrant students be taken into account. While this chapter characterises those differences and similarities within and across countries, it also highlights the heterogeneity of immigrant student populations. Differences in the performance and profiles of im-migrant students are associated with the varying degrees of success of educational systems in mitigating the performance differences among these students. The more diverse the immigrant student population, in absolute terms or relative to the non-immigrant student population, the greater the challenge of inte-grating these students will be.”1

1 OECD, 2012, pg. 57

Conclusions for “Overview of Immigration Regimes and Education Systems”:

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In this chapter I have shown a range of policies on integration of students in the context of when this thesis was written. Policy making, laws and regulations are one of the most efficient ways to deal with migration and its problems. That is why I wanted to concentrate on this subject while evaluating and highlighting the pos-sible architectural concepts of “inclusion architecture” for schools. Since the researches emphasized here are very extensive I have explained here only parts which I found were applicable for this thesis.

Policies existing for the integration of the non-Italian students in Italy are still based on guidelines written in 2006 under the title “guidelines for integration of the foreign students”. This report in today’s conditions lacks information on some of today’s problems such as the older children, Roma children, adopted children and counsel-ling advises (seminar). As have been mentioned above, there have been further stud-ies on this subject and Italy can develop new guidelines according to its needs. It is difficult especially in the Lombardy area to manage this issue due to large percentages of foreign students. However, the issue can not be left to be solved “naturally”. There are a complex set of factors that can affect a child and consecutively the development of the country since a significant percentage of the immigrants stay permanently. For an architectural point of view this means considering the schools and cities accord-ingly to these needs and to leave space for such alterations.

Policies, rules and laws have been the official representations of the governments and since migration is not only an internal problem, it has been valued also in international grounds and dealt through some international organizations as we have seen. So thinking about an integration project it is important to adapt the concepts into the local culture while applying them into the real world.

I would like to sum up some of the key findings and most interesting ideas that can be highlighted in this chapter for a perspective integrating school architecture. Integration

Conclusion:

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starts with a dialogue between cultures and for a dialogue there needs to be “common language and space” weather it is body language or literally a spo-ken language. Speaking the language of the immigration country allows social and academic life to prosper with less effort. Hence it is a must. This “problem” can be advantageous for introducing parents to the school environment, which is one of the main factors for a successful integration process. The newly arrived child will most likely need personal support from professional staff during the day. This can be done either in calm and quiet moments of class work or after school hours in what we have seen in this chapter as “transitional classes”. Here, activities such as learning the second-language could take place both for parents and children while lessons can be given by parents or children of native speakers allowing also for bonding among them. This bonding can happen also during school hours among students through valorising the individual. For example: integrating the back-ground culture of the immigrant students by adding them to learning materi-als, exhibiting in the display corners which are also helpful for giving a sense of belonging to all students, or utilising class libraries, allowing for inter-change among classmates and also the teachers. This act is also significant for the de-velopment of the immigrant students and their future success. Improving the school in terms of, classroom quality, individual support, various teaching methods such as theatre and e-learning as well as other methods of enriching the school life con-tribute to this growth. As well as contributing internally to the school it might help the local community allowing some of the facilities to be utilised after/ during school hours, making the school a social centre also in the big cities. These kinds of additional values, increases the possibility of creating “magnet schools”. Some segregated schools facing problems due to high percentages of foreign students are in such conditions mostly because of the housing segregation but “magnet schools” can re-attract non-immigrant students to these schools allowing a more balanced distribution of immigrant students.

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I believe, the sum of rules, policies and laws integrated with pedagogic methods and their adequate environments will make a difference in the Italian way of education to-day. Looking at some of the milanese schools that have encountered some of these problems we can see the gaps some of which are not very complex to fill. This work is necessary because all these policies and measures taken in Italy so far are proving themselves to be not sufficient. In the next chapter I will take on this subject through an evaluation of integration to reinforce the idea of Italy’s need for improvement of integration in the field of education.

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Bibliography:

Reports by organizations:

Eurydice, 2009, “Integrating Immigrant Children into Schools in Europe” [pdf] Available at: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/101EN.pdf, [Ac-cessed 01 July 2012]

MIUR, 2006, “Le linee guida per l’accoglienza e l’integrazione degli alunni stranieri”, [pdf] Available at: http://archivio.pubblica.istruzione.it/news/2006/allegati/cm24_06all.pdf , [Ac-cessed 01 July 2012]

MIUR, 2007, “La via italiana per la scuola interculturale e l’integrazione degli alunni stranieri” osservatorio nazionale per l’integrazione degli alunni stranieri e per l’educazione interculturale”, [pdf] Available at: http://www.etnocommuni-

cation.it/briguglio/immigrazione-e-asilo/2010/gennaio/integr-alunni-stran-mpi.pdf, [Accessed 01 July 2012]

Nesse, 2008, “Education and Migration” strategies for integrating migrant childen in European schools and societies, a synthesis of research findings for policy-makers, [pdf] Available at: http://www.nesse.fr/nesse/activities/reports, [Accessed 01 July 2012]

OECD, 2012, “Realizing the potential of immigrant students” , [pdf] Available at: http://www.oecd.org/dataoecd/24/36/50341072.pdf, [Accessed 01 July 2012]

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MIPEX Evatulation of integration policies

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What is Mipex:

“Prepared by British Council and Migration Policy Group, MI-PEX (Migration Integration Policy Index) is a fully interactive tool and ref-erence guide to assess, compare and improve integration policy.MIPEX measures integration policies in all European Union Member States plus Nor-way, Switzerland, Canada and the USA up to 31 May 2010. The data from Aus-tralia and Japan was collected up to September 2010, but as there have been no changes since May 2010 the data is directly comparable between the 33 countries.Using 148 policy indicators MIPEX creates a rich, multi-dimensional picture of mi-grants’ opportunities to participate in society by assessing governments’ com-mitment to integration. By measuring policies and their implementation it reveals whether all residents are guaranteed equal rights, responsibilities and opportunities.”

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What is Mipex:

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“The main aim is to : Analyse seven policy areas which shape a legally resi-dent third-country national’s journey to full citizenship, Examine how policies com-pare against the standard of equal rights and responsibilities for migrants, Find out how your country’s policies rank compared with other countries, Track if policies are getting better or worse over time, Dig into real examples of how to improve poli-cies, Use it to design and assess new laws and proposals on an on-going basis.”

Here on the right are the seven policy areas that are investigated by Mipex:

Aim of Mipex:

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Aim of Mipex:

labour market mobility

political participation

long-term residence

access to nationality

anti-discrimination

family reunion

education

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EU,US&Canada overall integration map:*map: Mipex evaluation, 2011, pg. 11

The ranking of the following integration map is as follows:1 Sweden2 Portugal3 Canada4 Finland5 Netherlands6 Belgium7 Norway8 Spain9 USA10 Italy11 Luxembourg12 Germany United Kingdom14 Denmark EU Average15 France16 Greece Ireland18 Slovenia19 Czech Republic Estonia21 Hungary Romania23 Switzerland24 Austria Poland26 Bulgaria27 Lithuania28 Malta29 Slovakia30 Cyprus31 Latvia

167167

1-20unfavourable

0critically unfavourable

21-41slightly unfavourable

41-59halfway favourable

60-79slightly favourable

80-100favourable

evaluation percentage

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Italy on MIPEX:*map: Mipex evaluation, 2011, pg. 110,111

“Italy remains a major new country of labour migration and asylum, despite cuts to work quotas and controversial ‘push-backs’ to Libya. Most permanent immi-gration is EU free movement and family reunion. An ageing Italy increasingly depends on caregivers; 295,000 applied for 2009’s regularisation. The last MIPEX found previ-ous government’s integration policies to be the best among Europe’s major countries of immigration. Italy’s current government made statements recognising MIPEX as an assessment tool. By dropping 1 point overall on MIPEX III, Italy now lost that place to Spain, for its continued commitment to economic, family, and social integration, despite the recession. Italy’s new policies, especially the Security Law, made conditions in the country slightly less favourable for integration. Immigrants are presented as responsible for general social problems, with debatable statistics and without evaluations of policies’ impact on integration. New family reunion and long-term residence conditions are out of touch with social realities. While EU law slightly improved Italian antidiscrimination laws, equality policies remain the weakest in Europe. Government is inactive on voting rights and citizenship reform, compared to other new immigration countries.”

Integration policy timeline

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Italy on MIPEX:*map: Mipex evaluation, 2011, pg. 110,111

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Family reunion policy evaluation map:*map: Mipex evaluation, 2011, pg. 15

SCORE OVERVIEW

171171

Family reunion policy evaluation map:*map: Mipex evaluation, 2011, pg. 15

1-20unfavourable

0critically unfavourable

21-41slightly unfavourable

41-59halfway favourable

60-79slightly favourable

80-100favourable

evaluation percentage

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Labour market mobility policy evaluation map:*map: Mipex evaluation, 2011, pg. 13

SCORE OVERVIEW

173173

Labour market mobility policy evaluation map:*map: Mipex evaluation, 2011, pg. 13

1-20unfavourable

0critically unfavourable

21-41slightly unfavourable

41-59halfway favourable

60-79slightly favourable

80-100favourable

evaluation percentage

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Long-term residence policy evaluation map:*map: Mipex evaluation, 2011, pg. 21

SCORE OVERVIEW

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Long-term residence policy evaluation map:*map: Mipex evaluation, 2011, pg. 21

1-20unfavourable

0critically unfavourable

21-41slightly unfavourable

41-59halfway favourable

60-79slightly favourable

80-100favourable

evaluation percentage

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Access to nationality policy evaluation map:*map: Mipex evaluation, 2011, pg. 23

SCORE OVERVIEW

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Access to nationality policy evaluation map:*map: Mipex evaluation, 2011, pg. 23

1-20unfavourable

0critically unfavourable

21-41slightly unfavourable

41-59halfway favourable

60-79slightly favourable

80-100favourable

evaluation percentage

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Anti-discrimination policy evaluation map:*map: Mipex evaluation, 2011, pg. 25

SCORE OVERVIEW

179179

1-20unfavourable

0critically unfavourable

21-41slightly unfavourable

41-59halfway favourable

60-79slightly favourable

80-100favourable

evaluation percentage

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Political participation policy evaluation map:*map: Mipex evaluation, 2011, pg. 19

SCORE OVERVIEW

181181

Political participation policy evaluation map:*map: Mipex evaluation, 2011, pg. 19

1-20unfavourable

0critically unfavourable

21-41slightly unfavourable

41-59halfway favourable

60-79slightly favourable

80-100favourable

evaluation percentage

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Education policy evaluation map:*map: Mipex evaluation, 2011, pg. 17

We can clearly see from these integration policy maps that Italy is higly com-patible in most of the policies with the most succesful countries of Europe while the categories that let her down are education and political participation. Even though all the categories need improvement I will be only further explaining the key findings on the education policy since this is the policy that interests my topic most directly.

SCORE OVERVIEW

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Education policy evaluation map:*map: Mipex evaluation, 2011, pg. 17

1-20unfavourable

0critically unfavourable

21-41slightly unfavourable

41-59halfway favourable

60-79slightly favourable

80-100favourable

evaluation percentage

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Education policy:

“Education, a new MIPEX strand, emerges as a major area of weak-ness in the integration policies of most countries. Few school systems make pro-fessional assessments of what newcomer children learned abroad. Most children have at least an implicit right to attend kindergarten and compulsory edu-cation. They also access general measures to help disadvantaged students. They will benefit as much or as little as other students with the same social background.Still, migrant pupils may also be struggling in school for different reasons than their peers. Here, schools retain wide discretion on whether or not to address the specific needs of migrant pupils, their teachers and parents, and monitor the results. Without clear requirements or entitlements, pupils do not get the support they need throughout their school career and across the country, especially in communities with many im-migrants or few resources. Migrants are entitled to support to learn the language, but frequently it is not held to the same standard as the rest of the curriculum. Hardly any countries have systems to diversify schools or the teaching staff; most schools are therefore missing out on new opportunities brought by a diverse student body.Few education systems in Europe are adapting to the realities of immigration. The most engaged are in North America, the Nordics and the Benelux. The UK leads Europe’s major countries of immigration; PT is best among the new coun-tries of immigration; CZ in Central Europe; and EE in the Baltics. The rest fall below the 50% mark, some even critically below (FR, IE, LV, LT, BG, HU).”1

1 MIPEX, 2011, pg.16

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Education policy:

labour market mobility

political participation

long-term residence

access to nationality

anti-discrimination

family reunion

education

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• “Favourable labour market mobility and family reunion, as in other new countries of labour migration.• New long-term residence requirements may or may not encourage language learn-ing and integration.• Security Act lowers score on family reunion, longterm residence and access to nationality.• Many new legal conditions are out of step with general societal realities.• Anti-discrimination law slightly improves to meet EU standards.• Equality body and policies weakest in Europe.• Rome consultative bodies model for political participation.• Voting rights still absent for non-EU residents.• Educating migrant pupils is area of weakness for Italy, EU.”1

1 MIPEX, 2011, pg.11

Evaluation’s key findings on Italy:*map: Mipex evaluation, 2011, pg. 111

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Evaluation’s key findings on Italy:*map: Mipex evaluation, 2011, pg. 111

TNC: third country national

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“Migrants have slightly good access to general systems. But new legal con-ditions are out of touch with social realities and discourage immigrants from applying.

A one-sided approach:

A 2010 protocol states that non Italians cannot exceed 30% of a class. While aiming to improve teaching and integration, it omits standards to ensure the quality of Italian taught. Trainings are not required for teachers to teach Italian to non-native speakers or handle diverse classrooms. Italian pupils are not encouraged to open up to immigrant peers. Immigrant languages are absent from the curriculum, un-like in 22 countries. The current government provides less support to implement inter-cultural education and the Observatory for the Integration of Foreign pupils. Adapting education systems to diversity is challenging for Europe, especially for new immigra-tion countries like Italy. Its education system has as many strengths as weaknesses. Migrant needs are targeted but generally as a ‘problem group’, while all students are not taught how to live together. As in most countries, migrants under age 18, whatever their status, access education and general support for disadvantaged pu-pils (however successful these measures are). Schools can use some targeted fund-ing and teacher training on migrants’ needs. Newcomers risk being placed at the wrong level, with few measures to catch up. Besides civil society projects, the Italian education system is not actively supporting new opportunities and intercultural education (see box).”1

1 MIPEX, 2011, pg.113

Evolutions key findings on the Italian education system:*map: Mipex evaluation, 2011, pg. 111

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Education is a new policy for Mipex so values are not compared to prior evaluations

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Bibliography:

Websites:

British Council and Migration Policy Group, MIPEX, 2011 [online] Available at: www.mipex.eu

images & graphs:

-www.mipex.eu

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Case studies

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Green School:

Where: Bali, IndonesiaDate of construction: 2006Philosophy: Promoting a sustainable future with an environmental and cultural re-sponsibility both through construction and through curriculum.

involvement with nature

integration of original culture

richness of school life / activities

school community

parental / community involvement

connection to surrounding settlement

hands-on teaching methods

*images available at www.greenschool.org

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Green School:

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This school located in Bali, Indonesia is designed by PT Bambu in 2006. The campus entails many alternative energy sources such as bamboo sawdust hot water and cooking system, solar panels and hydro-powered vortex generator.

The slogan of the school is learning for a sustainable future. Multicultural in its teaching staff, students and curriculum, the school consists of 20% non-native students. It is believed that everyone brings their learning to share with the rest of the class and to “contribute to a global awareness and perspective of social is-sues from their countries of origin”

The classrooms without walls have a big part in the learning process. They belive that nature “positively affects the quality of relationships, the way that people con-duct and behave with sensitivity to each other, and it helps those youngsters who are easily distracted in conventional classrooms to focus much more easliy on their tasks. “Green school aims to be the model of sustainability in education in the world. After only three years of operation, Green School is already shaking up the thinking of more conventional organisations and institutions around the world. Its teachers, students and their parents are proud to be part of this pioneering work in progress.”

“The first structure completed on our campus was the elegant Da Vinci Bridge sus-pended across the Ayung River. It soon became clear that not only would our students and staff use this bridge to move through campus but that our neighbours would, too. Every day, hundreds of Balinese cross the bridge to attend temple, travel to a rice field, and head to work or school. Thus this beautiful span serves as an apt metaphor for what we believe to be true about sustainability: no program will make a real impact unless it is able to bridge cultures and embrace the weave of com-munities that surround and are integral to our campus. Our Balinese neighbors continue to be involved in our school not only as students, teachers, and parents, but as friends who are also committed to promoting and living within a framework of en-vironmental responsibility.” After the bridge the classrooms, gym, assembly spaces, faculty housing, offices, cafes and bathrooms were completed. A range of architec-turally significant spaces from large multi-storey communal gathering places to much smaller classrooms are a feature of the campus Green school also promotes global education including English, maths and science while having its green studies cur-riculum consisting of nature study, ecological study sustainability study with a hands on approach. The third important element is the creative arts which are as arts, music, cooking shared and learnt taking advantage of the location and the profile of the school.1

1 www.greenschool.org*images available at www.greenschool.org

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s “Casa del Sole”, Milan:

Where: Milan, ItalyDate of construction: 1920’sPhilosophy: Giving an outdoor education connected to nature and hands on curricu-lum to its students while enriching the life of north-east area of the city

involvement with nature

richness of school life / activities

school community

parental / community involvement

connection to surrounding settlement

hands-on teaching methods

*images: Bernardi E., 2008, pg 175-177

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s “...the tobacco shop of via Padova, zone 2, neighbourhood with the highest

density of immigrants and children of these immigrants in schools…At the end of the 800’ architect Giovanni Ceruti, came up with the idea of a park for this neighbourhood including pools, exhibition spaces, cycling paths...” 1

The school was built in the 20’s when the Milanese municipality bought the area and transformed it into a pedagogical model. Actually the first school was built by “Per la scuola“(for the school) private association consisting of doctors, teachers and citizens of high bourgeoisie and of Municipality, in Milan in 1913, in a historical villa of Bicocca. This experience was brought to life form the “Raggio di Sole” (a ray of sunshine) of Padova from which the name of the school in Turro “Casa Del Sole” (house of sun) will emerge” 2The didactic and recreational space is formed by pavilions surrounded by a park. This also highlights the character of education which is formed for the children of labour class in the direction of Pestalozzi school. It was supposed to have the best conditions for the bringing up and the formation of culture. The Trotter, in fact will have enriched the service system of the sector in the north-east of the city. Every class room has a series of portable chairs, tables and boards that can be moved outside if wanted. There is an experimental cooking school and a model house that hosts about 160 children coming from parents or relatives who were in-fected by tuberculosis and are vulnerable towards this contagious disease.

In the course of the years ten pavilions, two solariums, a pool, small theatre, a church, and a house for the custodians were built. The lessons were starting at 8:30 and were finishing at 17.30 and the children would arrive to school with the “train of sun”. The outdoor activities were varying from gymnastics to swimming and there was a great attention to the showers in the solarium which were used for a shower outside. The lessons were taking place mostly outside; while the pavilions were used in case of bad weather conditions. Children were encouraged to work the land, work in the farm, produce cheese, plant flowers in order to teach them to work together. There were also a library, a cinema room, and a small theatre in the school. The school restarted its activities after a break during the WW2. Between 50’ and 60’s the municipality intervened with the park building some new buildings, new kitchens and a pavilion for a new library. In 1963 some parts of the park were opened to public. In ’74 it become a school of the zone. In ’79 the parents association promot-ed the preservation of the pavilions. In 1986 the complex became part of “beni ambi-entali ed architettonici” and in 1990 the municipality council preserved the buildings.3

1 Ongini V,, 2011, pg. 59,602 Bernardi E., 2008, pg.1743 Bernardi E., 2008, pg 175*images: Bernardi E., 2008, pg 175-177

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s La Rinnovata:

Where: Milan, ItalyDate of construction: 1927Philosophy: A school that can provide the atmosphere and spaces of Giuseppina Pizzigoni’s pedagogical method.

involvement with nature

richness of school life / activities

school community

experimental teaching methods

hands-on teaching methods

image: available at :Bernardi E., 2008, pg.179-181

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s “La Rinnovata is situated in Via Mac Mahon; it was designed and applied by

A. Belloni in 1927, according to Giuseppina Pizzigoni’s pedagogic activities. The building has only one storey, it extends into 2 wings forming an open courtyard at the edge. There are also special classes, pool, gym, theatre, farm for domestic animals and an open space for cultivating. All this is inspired by the pedagogical brief that tends to give the child a wide range of experiences in an environment that is built on measurements and relationships of domestic architecture. The peda-gogic and didactic needs required the construction of a new building for which the engineer Valerti was commissioned. This was the first time in Italy that a building was based on pedagogical and didactic ideas. This building which was inaugurated in 1927 has been modified over the years according to needs. It is a building of one storey, made of red bricks, which recalls the old Lombard style houses spread over an area of 22.000 meter squares which include two classrooms, fields, agrarian build-ing, routes, play courtyards, and pool. The curriculum of this method1 is based on various disciplines that take source from the experimenting of the student. The nature of this method is for the improvement of the child brain, that is why the children are encouraged to find solutions which need observation, hypothesis, analysis, choices and application of cases to comparable situations. It is based on work, the environment and the plurality of the institutional interventions. In this school there were foreign language, maths, social studies, physical education and music tu-tors, and facilitated education with images for disabled children. The changes to the school building were not so many up to today. In the 60’ the pavilion for the pool was built with a little gymnasium and a new kitchen connected to the refectory. The rest of the school stayed the same. Pizzigoni wanted to give the children, in a way, what they already had: fields, animals, laboratories. The kids continued to enjoy the same environment they found in their houses or in the fields,… almost without realizing but they were gaining knowledge, new abilities. They had the occasion to make experiments. All the activities occurred naturally for the children to perceive the school as something not disconnected from the world outside but as a part of it. Pizzigoni wanted them to be able to take on experiments and to endure the conse-quences in order to turn them into knowledge and experiences for them later.”2

2 Bernardi E., 2008, pg 178,179image: image available at: http://www.scuolarinnovata.it/spazi-e-ambiente/rinnovata-spazi-esterni/category/4

available at: http://www.scuolarinnovata.it/spazi-e-ambiente/rinnovata-spazi-esterni/category/4

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Scuola Rudolf Steiner:

images: available at: http://www.facebook.com/media/set/?set=a.139398669444224.33548.133873963330028&type=3

Where: Milan, ItalyDate of construction: 1927Philosophy: Following the ideas of pedagogue Steiner, bringing out and supporting each child’s creativity in order to build up his/her identity and an understanding of his/her being in this world while triggering a life long learning curiosity.

art as teaching method

involvement with nature

integration of original culture

richness of school life / activities

school community

teaching methods based on experimenting

hands-on teaching methods

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“ Our objective is: to elaborate a pedagogy which teaches to learn, to learn from the life itself” Rudolf Steiner

Steiner schools, also called Waldorf schools due to the first Steiner school founded for the children of Waldorf-Astoria cigarette factory workers are today widely operating in the world. They are based on the pedagogical approach of philosopher and scientist Rudolf Steiner.

This approach is based on bringing up individuals who are free, who can integrate and are capable of learning throughout their lives. This capa-bility is provided through an education that validates cooperation, imagination, creativity and being analythical more than competi-tion. That is why every child is allowed to learn and develop in their own time rather than being examined according to a standard system.

Thomas William Nielsen (Professor at the University of Canberra) in his report on Steiner’s pedagogy of imagination says: “it was found that the pedagogy of imagina-tion in Steiner schools is made up of seven teaching methods (‘drama’, ‘explo-ration’, ‘storytelling’,‘routine’, ‘arts’, ‘discussion’ and ‘empathy’), and that these methods form a potent means for connecting children with spiritual-aes-thetic, intellectual and physical development. This paper is meant to introduce these methods of imaginative teaching, and in doing so, illustrate that whether or not the quality of these methods ultimately depends on the ideological framework (Steiner’s anthroposophy) in which they were identified, they may inspire, confirm or modify existing efforts in mainstream education to cater for the imagination.”1

“Through imaginative teaching and learning, Steiner believed the door to the child’s in-ner, genuine self and potential was opened, enriching not only his or her personal life, but steering him or her towards meaning and purpose in the world. Imagina-tive teaching was to Steiner the means to bridge the gap between the child’s mate-rial and ‘other world’, imbuing wholeness and completeness of experience“2 The writer explains how each of the methods are used in 3 chosen case study schools.

1 Nielsen T.W., 2004, pg.1 2 Nielsen T.W., 2004, pg.2

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The arts method confuses him during his research and asks the teacher the mean-ing and aim of the shapes he drew on the blackboard... “In drawing various sym-metrical, archaic and symbolic forms, the teacher says, the child connects to what is of the same nature within him or herself. In all aspects of life, he explains, the fluctuation between ‘opposites’ can be found, but they can only be really understood and given some control over when one understands the art of creating balance between them. Form drawing, the teacher informs, is teaching the uncon-scious side of the child about symmetry, balance, and the oneness of all things.”1

Steiner schools are proving today in surveys carried out by various countries, to be one of the method schools that successfuly achieve intercultral education and integra-tion of students coming from different social, cultural, ethnical, religious backgrounds.

1 Nielsen T.W., 2004, pg.15,16

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School in Unite d’ Habitation:

Where: Marsiglia, FranceDate of construction: 1946-1952Philosophy: An infintile space placed at the rooftop of a resindencial building promot-ing the interaction among resident families while giving children a creative and flexible atmosphere to learn.

image: terrace garden: available at : http://www.archdaily.com/85971/ad-classics-unite-d-habitation-le-corbusier/

richness of school life / activities

school community

parental involvement

connection to surrounding settlement

arts (spontaneous and curricular)

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The kindergarten project designed by Le Corbusier is placed at the terrace on the roof top of Unite D’Habitation in Marseille, France. The roof is designed as the biggest common space in the project including also a running track, a club, a gym, and a shallow pool as well as the kindergarten. This project allows the community life to trive giving the freedom of movement to whoever is utilising the facilities.

For the kindergarten Le Corbusier used a free plan inside which determined a series of spaces that guaranteed, according to needs, flexibility or intimacy: passages, plays with curved walls, ramp accompany the activities that interest Corbusier for the infantile space.

The project is built on an area that is on the 17th floor which was predestined to become a health point. 8 classes were actually thought for an organization of kin-dergarten and primary school.: 3 sections of kindergarten and a preparatory section for children aged 6-7. Corbusier looked for a way to improve the learning where everything is reachable for the child, to his level and rhythm and a programme is equivalent to that of the French system, even though art and artistic education holds a more important role in respect to the system.

Gardenie des Esfantes is a sort of kindergarten that is elevated above the roof and you can reach with a ramp. On the roof terrace we can find other concrete structures such as an area of concrete benches and low walls that allow for the views protecting the children from falling, the courtyard for children is full of oblique figures and traditional seats that stimulate a spontaneous theatre act. The sea, the sky, the mountains and the sun are elements that children have. Classrooms are painted in white, with a wall that has the door coloured in different pastel colours. The spatial separation is achieved by columns that also enable the free plan. There is also a change in the ceiling level that gives the idea of the changing of the zones. There are two class-rooms on the west and one on the east, with zones of separation: on the west a small projection room and a small atelier, on the east a relaxation area identifiable with the curved wall that covers it. On the west side there is also a room for teachers, in which material and tools for instruction are kept. Behind a curved wall there is the

images: -intimate kindergarten play area: http://daddytypes.com/2009/08/18/raised_on_the_roof_unite_dhabitation_nursery_creche.php- terrace views and the pool: http://www.google.com.tr/imgres?q=corbusier+unite+d%27habitation+pool&start=213&um=1&hl=en&biw=1280&bih=628&tbm=isch&tbnid=IpOg4vzM65aUKM:&imgrefurl=http://hotelswelove.com/2010/06/10/hotel-le-corbusier-marseille/&docid=oAhuiQw5u4B4OM&imgurl=http://hotelswelove.files.wordpress.com/2010/06/lc_roof.jpg&w=1584&h=1116&ei=jM5UULKjMoal4gTW-oBg&zoom=1&iact=hc&vpx=946&vpy=66&dur=3620&hovh=188&hovw=268&tx=130&ty=138&sig=102370540744368909609&page=10&tbnh=144&tbnw=192&ndsp=23&ved=1t:429,r:5,s:213,i:101

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bathroom for adults. On the right side in front of the entrance, at the back of a curved wall which does not reach the ceiling, we find the technical area in which there is a small launderette. At the end of the corridor there are bathrooms for children, reached by a ramp which makes the ceiling level proportioned to the children’s heights. Next to the kids’ bathrooms where a miniramp goes down there is a circular fountainfor water games. These elements that bring children together are stimulating in a sen-sorial way as well as promoting sense of belonging to the community. In both spaces there are coloured windows that allow light into the building. At the edge of the big room there are two turning walls which allow the opening of the fountain area to the big room. This allows the doubling the spaces if necessary, this act is simple and reversible. The turning walls are also for exposing works of children which is one of the recommended acts for the integration process as this makes children to feel proud, part of the school and give them a sense of belonging to the school. This school follows one of the important themes of Corbusier which is the “journey”.1

1 Bernardi E., 2008, pg. 125-128images: the fountain: Bernardi E., 2008,pg. 125-128-the pivoting wall :Bernardi E., 2008,pg. 125-128

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Fuji Kindergarten:

Where: Tokio, JapanDate of construction: 2007Philosophy: A building that focuses on social behaviour and creativity enabling an open play area for children for most of the year. This school follows the Montessori pedagogic system.

involvement with nature

teaching methods based on experimenting

school community

eyes on the students (easy surveillance)

connection to surrounding settlement

hands-on methods

images: top view of the “arena”: Detail, 2008, pg.191climbing the trees: Detail, 2008, pg.189 197indoor - outdoor classrooms: Detail, 2008, pg.197

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Fuji Kindergarten in Tokio was built by Tezuka Architects. For them the build-ing had to be the play element itself. They designed a building that followed the tracks of the old building in the site only deforming it to include the surround-ing trees in the design. The oval shape that came out with this decision does not have a central focal point. This way all the spaces are equal and are displaces in a non-hierarchical manner. Building having an oval shape is not introverted. It has open sight lines, large uncovered areas and a façade that consists of slid-ing glazed doors that open up. In addition may be the most outstanding feature of the building is its rooftop play area. This “toy” provides such different experi-ences for children. The trees that break through the roof enable children to climb them from that altitude. Roof lights enable children to look down from and see the other children in the classes downstairs; apparently this excites both the groups. The balustrades are well thought. There are steal bars placed close enough not to let the heads go through but only the legs so the whole rooftop becomes an arena with the courtyard used as the stage. Moreover, children use it as a racetrack. 30 laps around the roof are about 5.5 km. Two thirds of the year the school is used open and all activities, even the interior ones feel as if the children were outdoors. This provides them with a very different atmosphere of the globalised world they would find in their houses with video games and all other technological devices.

The interior has no fixed walls, so the whole system is continuous and flow-ing. It is believed that children who learn to study at high levels of noise are more comfortable in the future in the offices. On the other hand, this openness brings along integrity. If there is a problem in any of the classrooms everyone helps to solve it. This promotes the sense of community within the school as well as helping oth-er situations. For example, bullying is a big problem in schools especially if we are talking about integrating children. This can be solved mostly with the intervention of the teachers, hence “eyes on the students” 1(jane Jacobs) and this open system where all the spaces of the school are seen from all angles facilitates to control such issues easier.

Basic elements such as the fountains are outside and gather the children around to experiment with water and the taps. The problem of, clogged gratings of the drain-age are solved through putting them under the round wood from tree trunks which work as drainage also offering a different texture to experience for the children. 2

1 This term derives from Jane Jacobs’s theory “eyes on the street” of safety in the city from the book “ The Death and Life of Great American Cities”, pg.732 Detail, 2008, pg.188-199*images: tree and detail: Detail, 2008, pg.192fountain detail: Detail, 2008, pg.192

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Where: Khake Jabar, AfghanistanDate of construction: 2012Philosophy: Primary school field, used for the cricket tournament, where the mem-bers of the surrounding rival villages attended with their children. This successful inte-gration act was also confirmed by the parents and the children saying non of the prior government attempts could achieve this sense of unity.

connection to surrounding settlement

parental / community involvement

activity

AFGHAN DIVISIONS HIT FOR SIX IN CRICKET TOURNAMENTBy Bilal Sarwary

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British historian GM Trevelyan once famously remarked that one of the reasons cricket became so popular in England was be-cause “village cricket spread fast throughout the land”.In 21st Century Afghanistan it could be that locally organised cricket matches could also be spreading fast - and having a big impact.Such games are in fact central to a new hearts-and-minds campaign to unite eight rival villages - divided by ethnic, tribal or clan differences - in the district of Khake Jabar, 45km (22 miles) south-east of Kabul.The 15-over finals were recently held in the grounds of a primary school surrounded by barren hills which was one of the main fighting areas in Britain’s second Afghan war from 1878 to 1880.

‘Hangover’ “We have walked 25km to watch this match,” says Hamid, 11, who has come to cheer for his village.The cricket matches have helped erase long-standing divisions. Hamid says this is not only the first time he has stepped out of his village, but also the first time he has met and made friends with boys of his age from other villages of Khake Jabar. This mountainous district was caught between the warring Northern Alliance forces and the Taliban in the late 1990s. While some villages offered shelter to Alliance forces, others sided with the Taliban, creating wide di-visions between the people. “This is the gulf we are trying to bridge,” says Ahmad Jan Ahmadzai, the district’s education director and one of the organisers of the tournament. “The youngsters of Khake Jabar were suffering from a hango-ver left by our elders. But now they are bond

ing again.” Mr Ahmadzai says that the growing Afghan love for cricket has done what repeated government attempts have failed to do - give the country a sense of unity and shared national pride.

‘Boom-Boom Bilal’ Khan Mohammad, a member of the district’s youth council, says they hit upon the idea of organising a local tournament after see-ing the hysteria surrounding the national team’s 2009 World Cup qualifier. The winning side joy-fully celebrated as the sun set “Cricket brought Afghanistan together,” Mohammad says. “For once, people brushed aside their ethnic and tribal loyalties to support the national team. Even the Taliban prayed for the team’s success. “But as the fever receded, divisions began to re-emerge,” he says while heading towards the modest commentary box on the edge of the ground. “We are trying to keep this fever alive.” The effort seems to be paying off. Although the final was between the village of Chinar and the district police chief ’s team, people from all eight villages came to cheer them along. “I am here for my favourite player from Chinar team,” says 15-year-old Osman. “We call him the Kevin Pi-etersen of Afghanistan.” “We even have Boom-Boom Bilal,” says Osman, referring to a young, rising cricketer known for his hard-hitting six-es. Many of the cricketers fell in love with the game when they and their families took refuge in Pakistan to escape the Russian invasion, the civil war and the Taliban. After the Taliban’s fall, these people returned to their homeland, bringing their newly-acquired love with them. Khake Jabar police chief Ahmed Jan Ghorzang is the captain of his team. He says he is not here to win the match but hearts and minds.

13 June 2012

BBC News

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‘Peculiarly Afghan’ “I want people to come closer to the police. There is distance between us and them. I am hoping cricket will fill this void,” he says just before stepping on the pitch as his team’s opener. As the match begins, several local traders use the microphone in the commentary box to an-nounce cash rewards. “I will pay $100 for each six and $50 for a four,” one trader announced. Another trader soon bettered the offer. “I will offer $150 for each six,” he said. Spectators roar and clap at every ball. But a few balls later, the match is halted. There is a dispute. Supporters of Chinar point out that the police chief has in-cluded some provincial players into his team, a rules violation as teams are required to have players only from villages of the district. Tribal elders are called in. They talk to the two sides and the dispute is resolved. Provincial players are allowed to play, but only after the police chief agrees to apologise. It was a peculiarly Afghan way of resolving things. The Chinar team scores 105 runs for the loss of eight wickets. But the police chief ’s team soon better the score, thanks to several hard-hitting boundaries from Boom Boom Bilal. He is showered with praises and dollar bills at the end of the game. “The tourna-ment was a success,” declares Haji Sher Shah, a local trader who sponsored the cricket gear and uniforms. Mr Shah says tribal elders and trad-ers like him have decided to pool their resources to sponsor more cricket matches in the coming days. “Cricket will not only bring unity in this country, but will also keep the young generation away from drugs and violence,” he says.

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Where: Amsterdam, NetherlandsDate of construction: 1947-1978Philosophy: Turning emptied lots in the post-war period in Netherlands into play-grounds for the growing number of children. Stimulating children’s minds and devel-opment whie helping both the society and the urban tissue.

activities

children community

relationship to surrounding settlement

image: available in Fuchs, R.H., (2002), pg. 52.53

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After World War 2, in Amsterdam, Aldo Van Eyck, in my opinion, proposed one of the most beautiful projects in the history of architecture. Ruined and worn down cities of Netherlands were in bad conditions. Housing, infrastructure and other services were derelict. City silently looked at the post-war lots of collapsed buildings and ruins. Soon to be realized was also the baby boom of the post-war period. Aldo Van Eyck in this time of despair built 700 playgrounds for children transferring these sad spots in the city to magnificent playgrounds.

These playgrounds were interacting with their surroundings connecting the urban tissue. The simply designed grounds were intended to bring children together and to trigger their creativity with some basic elements and equipment designed by Aldo Van Eyck himself. These elements were tumbling bars, hemispheric jungle gyms, sand pits and stepping tones and they were organized in a non-hierarchical way, they were equally placed throught the playground forming some relationships in order to ger-enate new ways of play.

Aldo Van Eyck after “The focus of how space could be appropriated, stood in clear opposition to the prevailing modernist conception of space in architecture” (Merijn Oudenampsen). Just by providing variable and simple steel-bar structures all over the city, children would use their imagination to recreate worlds of fantasy.”1

This project that is a simple and relatively cheap shows a range of quick ways of re-integrating the children to the streetscape in Amsterdam in a variation of plots with dif-ferent characteristics, weather they are in the backyard of some blocks, by the water or by the road. This approach can be very liberating in many cities today keeping in mind that a city is safe if the children can go outside to play on the streets.

1 http://www.deconcrete.org/2010/03/07/city-as-playground/ image available at: http://www.moma.org/interactives/exhibitions/2012/centuryofthechild/assets/images/century/m/5.03.08.jpg

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Sound education:

Philosophy: Improving acoustic insulation in classrooms for improving education.

Julian Treasure, author of the book “ Sound Business”, in TED talks explains how important designing for the ears is. He says that noise levels affect us physiologically, psychologically, cognitively and behaviourally. In receiving and send-ing information, the space has an important role of conductivity. This can be experienced in restaurants, shopping malls, hospitals and classrooms. Siebein study in Florida held in 1998 over acoustics of 600 classrooms proved that the speech intelligibility in a 4th row seat in the classroom decreases 50%. This is due to the reverberation time in the classroom. If the classroom’s acoustics are improved and the reverberation time is taken down from 1.2 sec to 0.4 the hearing quality im-mensely improves. This means that vulnerable groups to this issue such as students with impaired hearing (including simple flue symptoms), foreign students following the classes in their second languages and introverted students, who are again proven to find it difficult to relate during group work in noisy environments will be positively affected, helping them to improve academically and building relationships faster which brings self- confidence and sense of belonging. Acoustics not only help hearing but also improve behaviour in the classroom.

A research by Universtiy of Bremen carried out concludes that the average noise level in a classroom is 65dB which is so high that “The Environmental Council is of the opinion that the results show a consistent trend. The threshold level for possible noise-induced risk of myocardial infarction has been established at a daytime immis-sion level of 65 dB”1. This means that the risk is there not only for children but also for the teachers who are taking on a very important task.

1 Ising H. and Kruppa B. 2004, pg. 5-13 http://blog.ted.com/2012/09/18/10-tips-for-designing-classrooms-hospitals-and-offices-that-are-kind-on-ears-from-julian-treasure/image: decrease of speech intelligibility

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BIBLIOGRAPHY:

Books:

Architecture for Humanity, (2012), “Design Like You Give A Damn, v. 2”, China: Abrams

Fuchs, R.H., (2002), “ Aldo van Eyck: the playgound and the city”, Nether-lands: Stedelijk Museum

Jacobs, J., (1993), “The Death and Life of Great American Cities”, Toronto: Random House

Ongini, V. (2011), “Noi Domani”, Un viaggio nella scuola multiculturale,Bari, Italy: Gius. Laterza& Figli

Online e-books and pdfs:

Nielsen, T.W.,2004 ,Rudolf Steiner’s pedagogy of imagination: a phenom-enological case study, [online] Available at: http://www.ierg.net/confs/2003/proceeds/Nielsen.pdf [Accessed 10 July 2012 ]

Websites:

Casa del Sole, 2012, [online] Available at: available at: www.casadelsoleonline.it [Accessed 01 July 2012 ]

Green school, 2012, [online] Available at: at www.greenschool.org, [Accessed 01 July 2012]

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Scuola Rinnovata di Dante Alighieri, 2012, [online] Available at: http://www.scuolarin-

novata.it [Accessed 01 July 2012 ]

MOMA, 2012, [online] Available at: http://www.moma.org/interactives/exhibitions/2012/centuryofthechild/

assets/images/century/m/5.03.08.jpg [Accessed 18 September 2012 ]

Dissertation:

Bernardi E., 2008, Anche la parete e` una stanza. Graduation Thesis Politecnico di Milano

Journal article:

Kindergarten in Tokio, Detail, 2008/3, pg.188-199.

Ising,H. and Kruppa,B., Health effects caused by noise: evidence in the literature from the past 25 years, Noise and Health 2004, vol.6, 22, pg. 5-13

Online Newspapers:

Sarwary, B., 2012, “Afgan divisions hit for six in cricket tournament. BBC News Online [online] 13 June”, Available at: http://www.bbc.co.uk/news/world-asia-18394723 [Accessed 13 June 2012].

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Images:

www.greenschool.org

Bernardi E., 2008, pg 175-177

:Bernardi E., 2008, pg.179-181

http://www.scuolarinnovata.it/spazi-e-ambiente/rinnovata-spazi-esterni/category/4 available at: http://www.scuolarinnovata.it/spazi-e-ambiente/rinnovata-spazi-esterni/category/4

http://www.facebook.com/media/set/?set=a.139398669444224.33548.133873963330028&type=3

terrace garden: available at : http://www.archdaily.com/85971/ad-classics-unite-d-hab-itation-le-corbusier/

-intimate kindergarten play area: http://daddytypes.com/2009/08/18/raised_on_the_roof_unite_dhabitation_nursery_creche.php

- terrace views and the pool: http://www.google.com.tr/imgres?q=corbusier+unite+d%27habitation+pool&start=213&um=1&hl=en&biw=1280&bih=628&tbm=isch&tbnid=IpOg4vzM65aUKM:&imgrefurl=http://hotelswelove.com/2010/06/10/hotel-le-corbus-ier-marseille/&docid=oAhuiQw5u4B4OM&imgurl=http://hotelswelove.files.wordpress.com/2010/06/lc_roof.jpg&w=1584&h=1116&ei=jM5UULKjMoal4gTW-oBg&zoom=1&iact=hc&vpx=946&vpy=66&dur=3620&hovh=188&hovw=268&tx=130&ty=138&sig=102370540744368909609&page=10&tbnh=144&tbnw=192&ndsp=23&ved=1t:429,r:5,s:213,i:101

the fountain: Bernardi E., 2008,pg. 125-128

the pivoting wall :Bernardi E., 2008,pg. 125-128

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top view of the “arena”: Detail, 2008, pg.191

climbing the trees: Detail, 2008, pg.189 197

indoor - outdoor classrooms: Detail, 2008, pg.197

tree and detail: Detail, 2008, pg.192

fountain detail: Detail, 2008, pg.192

http://www.bbc.co.uk/news/world-asia-18394723

Fuchs, R.H., (2002), pg. 52.53

http://www.moma.org/interactives/exhibitions/2012/centuryofthechild/assets/images/century/m/5.03.08.jpg

Fuchs, R.H., (2002), pg. 77,50, 51, 54, 55

http://3.bp.blogspot.com/-aSEjjbJHD5Y/T-DeTbGvbkI/AAAAAAAAG-U/UgFezsp0v_U/s1600/cuidado-2.jpeg

PROGRAM

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This chapter which will be the starting point for a project that practices the statement of this thesis. Here you will find two of the many newspaper articles on the Primary School of Lombardo Radice on Via Paravia, Milan outlining some of the is-sues they have dealt with over the years and some initiative of integration projects that they are planning to take on.

My attention to this school was raised after a Seminar which took place on integration in education, which was held in this school. During the saminar, I have been able to experinece the multiethnic atmosphere of the school and to meet some of the parents who have prepared food from their countries getting their ‘italian language diplomas’ from the few Italian mothers left in the school.

Article title:

Via Paravia, protest for the blocked classes

In this article dated 12 September 2011, due to a low number of students and a per-centage of foreign students higher than 30%, even if some of them were born in Italy and are fluent in Italian, governments policies addressed the closure of the classes.1

1 redazione online ,2011, “Via Paravia, protesta per la classe bloccata” Corriere della Sera [online] 12 September, Avail-able at: http://milano.corriere.it/milano/notizie/cronaca/11_settembre_12/proteste-via-paravia-1901510743761.shtml [Accessed 15 September 2012].

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Article title:

Via Paravia, return of the multiethnic elementary school Unknown number of students.

This article dated 13 September 2012, talks about the promising future and the will to keep it open and thriving, of the Lombardo Radice school . There has been enough students to keep the school open even though some of them were not present in the first day. Their will is to improve the school and to make it become a model for the city. They have started some projects in this direction under the authority measures. These are such as openning a library for the neighbourhood which can be utilised during after school hours. The article finished explaining that this school is to become one of the 4 poles os that Start sull’integrazione in Milan which will be organized by the Comune. 1

1Cavadini, F.,2012, “Via Paravia, ritorna la prima multietnicaIncognita sul numero degli alunni” Corriere della Sera [online] 13 September, Available at: http://milano.corriere.it/milano/notizie/cronaca/12_settembre_13/paravia-prima-scuola-stranieri-2111807991277_print.html [Accessed 15 September 2012].

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16 09 2012 Milano

1/1milano.corriere.it/milano/notizie/cronaca/…/paravia-prima-scuola-stranieri-2111807991277_print.html

stampa | chiudi

«SAREMO UN MODELLO DI CONVIVENZA PER LA CITTÀ»

Via Paravia, ritorna la prima multietnica

Incognita sul numero degli alunniIl provveditore Petralia: se i bambini saranno meno di

18,

la chiuderemo

MILANO - Doppia festa alla scuola elementare Lombardo Radice di via Paravia. Per il ritorno sui banchi e

per il ritorno di una prima classe, che l'anno scorso il ministero non aveva autorizzato: pochi bambini e

quasi tutti stranieri (erano 17 su 19) era stata la motivazione. Nella primaria di zona San Siro

all'appuntamento è arrivata la vicesindaco Maria Grazia Guida e l'intera commissione Educazione. La

nuova classe però era presente a metà, mancavano all'appello dieci bambini su ventuno. Assenze record

per un primo giorno di scuola, nei prossimi giorni si capirà di più. Il provveditore Giuseppe Petralia ha

subito chiarito che «se poi risulta che i bambini non sono almeno diciotto, la classe salta. Domani faremo

una verifica, visto che siamo all'inizio dell'anno c'è tempo per una retromarcia».

LA PRESIDE - Alla preside Angelina De Guglielmo - che guida l'elementare di piazza Sicilia ma da

quest'anno è anche reggente in via Paravia - sulla carta risultano ventuno iscritti: «Sono tre italiani e

diciotto stranieri, quasi tutti nati qui ed ex alunni delle nostre scuole materne». Anche se ieri a cantare

canzoni senegalesi e nordafricane nella scuola multietnica c'erano i bambini di quattro classi e nella fila

della nuova prima si contavano soltanto undici musetti emozionati e sorridenti. «Alcuni devono rientrare

dai Paesi d'origine e le famiglie cercano i voli aerei nelle date con tariffe più convenienti», è una

spiegazione fornita. Giovedì le verifiche.

LA SCUOLA - Mercoledì intanto chi ha lottato per il rilancio della scuola ha festeggiato, contro il rischio

chiusura per la scuola multietnica un anno fa si era mobilitato anche il sindaco Giuliano Pisapia con un

appello alle famiglie del quartiere: «Iscrivete lì i vostri figli». «Vogliamo che diventi un modello per la città

- ha detto ieri l'assessore Guida -, caratterizzandosi per l'apertura al territorio, per l'investimento

nell'integrazione e per l'attrattività dei percorsi educativi». Un modello che continua a non convincere

l'opposizione. «Resto dell'idea che l'integrazione si fa con una composizione equilibrata delle classi -

sostiene Mariolina Moioli, ex assessore all'Educazione e capogruppo di Milano al centro -. Il ministero ha

fissato un tetto al 30%, giusto essere flessibili ma deve esserci lo sforzo di avere classi miste. Invece vedo

ancora soltanto stranieri, mentre nella scuola elementare del Comune a un chilometro da qui, gli iscritti

sono tutti italiani».

INTEGRAZIONE - Mettere in rete le elementari della zona, aprire la Lombardo Radice al territorio anche

oltre l'orario scolastico con una biblioteca per il quartiere, sono alcuni dei progetti presentati ieri per

«dare una nuova identità» all'istituto di via Paravia. La scuola diventerà anche uno dei quattro poli

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BIBLIOGRAPHY:

Books:

Architecture for Humanity, (2006),“Design Like You Give A Damn” London: Thames & Hudson

Architecture for Humanity, (2012), “Design Like You Give A Damn, v. 2”, China: Abrams

Berger, J., (1972) “Ways of Seeing”, London: British Broadcasting Cooperation

Eco, U. (2002) ‘Storia della Bellezza’ China: Motta On Line

Fuchs, R.H., (2002), “ Aldo van Eyck: the playgound and the city”, Netherlands: Stedelijk Museum

Gelfand, L., (2010) “Sustainable School Architecture” Design for elementary and secondary schools, New Jersey:John Wiley & Sons

Giusti, M., (1995), “L’Educazione Interculturale nella Scuola di Base”,Italy: La Nuova Italia

Hernandez, F., (2010), “Bhabha for Architects”, NY: Routledge

Jacobs, J., (1993), “The Death and Life of Great American Cities”, Toronto: Ran-dom House

Ongini, V. (2011), “Noi Domani”, Un viaggio nella scuola multiculturale,Bari, Italy: Gius. Laterza& Figli

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Pallasmaa, J. (2005), ‘The Eyes of the Skin’, UK

Piva, A. and Cao, E., (2010), “La Scuola Primaria” Il pensiero provvisorio, Roma: Gangemi Editore

Ruskin, J., (1989), “Seven Lamps of Architecture”, NY: Dover Publications

Sharr, A., (2007), “ Heidegger for Architects”, NY: Routledge

Websites:

Casa del Sole, 2012, [online] Available at: available at: www.casadelsoleonline.it [Accessed 01 July 2012 ]

COMUNE DI MILANO, 2012, [online] Available at: http://www.comune.milano.it/portale/wps/portal/CDMHome [Accessed 01 July 2012 ]

Green School, 2012, [online] Available at: at www.greenschool.org, [Accessed 01 July 2012 ]

ISTAT, 2012, [online] Available at: http://www.istat.it/en/ [Accessed 01 July 2012 ]

Scuola Rinnovata di Dante Alighieri, 2012, [online] Available at: http://www.scuolarinnovata.it [Ac-cessed 01 July 2012 ]

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Online e-books and pdfs:

Bonifazi, C., Heins F., Strozza S., Vitiello M., 2009, IDEA working papers, No.5., The Italian transition from an emigration to immigration country, [online] Available at: http://www.idea6fp.uw.edu.pl/pliki/WP5_Italy.pdf [Accessed 01 July 2012 ]

Borrelli, M. 2006, Collana di Studi Internazionali di Scienze Filosofiche e Pedagogiche, Studi Pedagogici No. 2/2006 [online] Available at: www.topologik.net [Ac-cessed 01 July 2012 ]

Grazia, M.G., 2011, I dati della presenza di cittadini stranieri a Milano, [online] Available at: http://www.google.com.tr/url?sa=t&rct=j&q=maria%20grazia%20guida%20power%20point%20studenti%20stranieri%20milano&source=web&cd=1&sqi=2&ved=0CEkQFjAA&url=http%3A%2F%2Fwww.istruzione.it%2Falfresco%2Fd%2Fd%2Fworkspace%2FSpacesStore%2F55c6a203-260b-4b7c-a549-0177fab4f123%2F7_Maria-

GraziaGuida.ppt&ei=wErwT9OhJoLj4QSd6 WQDg&usg=AFQjCNFF2PFuawEgzfI_n8XtM-Y2xS5mjA[Accessed 01 July 2012 ]

Nielsen, T.W.,2004 ,Rudolf Steiner’s pedagogy of imagination: a phenom-enological case study, [online] Available at: http://www.ierg.net/confs/2003/proceeds/Nielsen.pdf [Accessed 10 July 2012 ]

Journal article:

Giusti, M., 2010, I giovani, le scuole e le citta multietniche, Pedagogia Oggi, n.2, pg. 106-117

Conference & Seminars:

SEMINAR: “Laboratory for tomorrow’s Italy” , 06/06/2012, Ongini V., Santerini M. , Colombo M., held in school of Via Paravia 83, Milano

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Vinicio, O., 2012. On multicultural schools and intercultural education [inter-view] (Personal communication, 06 June 2012).

Dissertations:

Bernardi E., 2008, Anche la parete e` una stanza. Graduation Thesis, Politecnico di Milano

Reports by organizations:

British Council and Migration Policy Group, MIPEX, 2011 [online] Available at: www.mipex.eu

Eurydice, 2009, “Integrating Immigrant Children into Schools in Europe” [pdf] Available at: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/101EN.pdf, [Accessed 01 July 2012]

MIUR, 2006, “Le linee guida per l’accoglienza e l’integrazione degli alunni stranieri, [pdf] Available at: http://archivio.pubblica.istruzione.it/news/2006/allegati/cm24_06all.pdf , [Ac-cessed 01 July 2012]

MIUR, 2007, “La via italiana per la scuola interculturale e l’integrazione degli alunni stranieri” osservatorio nazionale per l’integrazione degli alunni stranieri e per l’educazione interculturale, [pdf] Available at: http://www.etnocommunication.it/briguglio/immigrazione-

e-asilo/2010/gennaio/integr-alunni-stran-mpi.pdf, [Accessed 01 July 2012]

Nesse, 2008, “Education and Migration” strategies for integrating migrant childen in European schools and societies, a synthesis of research findings for policy-makers, [pdf] Available at: http://www.nesse.fr/nesse/activities/reports, [Accessed 01 July 2012]

OECD, 2012, “Realizing the potential of immigrant students” , [pdf] Available at: http://www.oecd.org/dataoecd/24/36/50341072.pdf, [Accessed 01 July 2012]

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Online Newspapers:

Sarwary, B., 2012, “Afgan divisions hit for six in cricket tournament. BBC News Online [online] 13 June”, Available at: http://www.bbc.co.uk/news/world-asia-18394723 [Accessed 13 June 2012].

redazione online ,2011, “Via Paravia, protesta per la classe bloccata” Corriere della Sera [online] 12 September, Available at: http://milano.corriere.it/milano/notizie/cronaca/11_settembre_12/proteste-via-paravia-1901510743761.shtml [Ac-cessed 15 September 2012].

Cavadini, F.,2012, “Via Paravia, ritorna la prima multietnicaIncognita sul numero degli alunni” Corriere della Sera [online] 13 Septem-ber, Available at: http://milano.corriere.it/milano/notizie/cronaca/12_settembre_13/paravia-prima-scuola-stranieri-2111807991277_print.html [Accessed 15 September 2012].

Online Lectures:

Edward Said, Orientalism, [online] Available at: http://www.youtube.com/watch?v=PLmAqdEafcQ [Accessed 23 September 2012 ]

Homi Bhabha, On global memory, [online] Available at: http://www.youtube.com/watch?v=5Fp6j9Ozpn4 [Accessed 23 September 2012 ]

RSA, Changing educational paradigms, [online] Available at: http://www.youtube.com/watch?v=zDZFcDGpL4U [Accessed 23 September 2012 ]

Treasure, J., TED TALKS, Available at: http://blog.ted.com/2012/09/18/10-tips-for-designing-classrooms-hospitals-and-offices-that-are-kind-on-ears-from-julian-treas-ure/ [Accessed 23 September 2012].

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Images, Graphs and Tables:

-Comune di Milano -IDEA working papers-ISTAT-http://it.wikipedia.org/wiki/File:Stranieri_in_Italia_2008.png-“Gli emigranti” (The Emigrants), a 1895 painting by Livornese Angiolo Tommasi, Na-tional Museum of the Italian Emigration-http://it.wikipedia.org/wiki/Istruzione_in_Italia-Franchino Gaffurio, Pitagor’s experiments on relations among sounds, from Theorica musicae, 1492. Milano, Biblioteca Nazionale Braidense-www.mipex.eu

Tecilli Waldorf Preschool in Cuernavaca, Mexico: http://www.inhabitots.com/wp-content/uploads/2011/10/Tecilli-Strawbale-Classroom-laboratorio-arquitectura-basica-mx-7.jpg

Werner Seyfert School Classroom Plans: http://www.deconcrete.org/wp-content/uploads/2010/03/werner-seyfert-schools.png Freie Waldorfshule Ground Floor Plan: Christopher, 2010, pg.19Shining Mountain Waldorf School Boulder, Colorado: http://www.barrettstudio.com/imgs/portfolio/41_239858086_f.jpgWaldorf School of Aarhus: http://erez.shl.dk/erez3/cache/SHL%20billedarkiv_Web_projects_2007-068%20Rudolf%20Steiner%20preschool_images_2007-068-004_ti-f121a48370d5000000ffffff7d07d00323e806401a.jpgWaldorf School on the Roaring Fork Basalt, CO: http://www.lazure.com/ASPEN-SCH.gifWaldorf School on the Roaring Fork Basalt, CO:http://www.lazure.com/BLUE1.gifPizzigoni: http://www.filmmakerfest.com/AreaStampaRinnovata: http://www.scuolarinnovata.it/la-mia-scuola-il-filmToys: http://mariamontessori.com/mm/?p=1217 Historic montessori: http://www.equazioni.org/index.php/2012/02/20/non-vorremo-mica-tornare-alla-montessori/free study Montessori: http://mariamontessori.com/mm/images/elem11.jpgindividual child and matierals: http://mariamontessori.com/mm/?p=1776hertzberger evolution: http://www.architectureweek.com/2012/0704/images_/14975_image_7.jpg

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hertzberger boxes: http://architecturehoy.files.wordpress.com/2012/05/montessori-school-delft-cavidade.jpg?w=1400&h=section surveillance: http://architecturehoy.files.wordpress.com/2012/05/montesso-ri-school-delft-nc3adveis.jpg;my handsketch: http://web.njit.edu/~rab43/cs/c-book.pdf Montessori and nature: http://digital.library.upenn.edu/women/montessori/method/method-IX.html

www.greenschool.orgBernardi E., 2008, pg 175-177:Bernardi E., 2008, pg.179-181http://www.scuolarinnovata.it/spazi-e-ambiente/rinnovata-spazi-esterni/category/4 available at: http://www.scuolarinnovata.it/spazi-e-ambiente/rinnovata-spazi-esterni/category/4 http://www.facebook.com/media/set/?set=a.139398669444224.33548.133873963330028&type=3terrace garden: available at : http://www.archdaily.com/85971/ad-classics-unite-d-habitation-le-corbusier/intimate kindergarten play area: http://daddytypes.com/2009/08/18/raised_on_the_roof_unite_dhabitation_nursery_creche.phpterrace views and the pool: http://www.google.com.tr/imgres?q=corbusier+unite+d%27habitation+pool&start=213&um=1&hl=en&biw=1280&bih=628&tbm=isch&tbnid=IpOg4vzM65aUKM:&imgrefurl=http://hotelswelove.com/2010/06/10/hotel-le-cor-busier-marseille/&docid=oAhuiQw5u4B4OM&imgurl=http://hotelswelove.files.word-press.com/2010/06/lc_roof.jpg&w=1584&h=1116&ei=jM5UULKjMoal4gTW-oBg&zoom=1&iact=hc&vpx=946&vpy=66&dur=3620&hovh=188&hovw=268&tx=130&ty=138&sig=102370540744368909609&page=10&tbnh=144&tbnw=192&ndsp=23&ved=1t:429,r:5,s:213,i:101

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the fountain: Bernardi E., 2008,pg. 125-128the pivoting wall :Bernardi E., 2008,pg. 125-128top view of the “arena”: Detail, 2008, pg.191climbing the trees: Detail, 2008, pg.189 197indoor - outdoor classrooms: Detail, 2008, pg.197tree and detail: Detail, 2008, pg.192fountain detail: Detail, 2008, pg.192http://www.bbc.co.uk/news/world-asia-18394723 Fuchs, R.H., (2002), pg. 52.53http://www.moma.org/interactives/exhibitions/2012/centuryofthechild/assets/im-ages/century/m/5.03.08.jpgFuchs, R.H., (2002), pg. 77,50, 51, 54, 55 http://3.bp.blogspot.com/-aSEjjbJHD5Y/T-DeTbGvbkI/AAAAAAAAG-U/UgFezsp0v_U/s1600/cuidado-2.jpeg