Abstract
Since the abolition of special schools in 1971, Italy has been depicted as enjoying a fully inclusive education system, where all children are welcome to attend mainstream schools in spite of disability or other 'special' conditions. However, research shows that inequality, segregation and exclusion are still deeply rooted in the Italian school environment, usually taking the form of micro-exclusion strategies that prevent the full access and participation of students from a minority or underprivileged background. Adopting an intersectional approach, the chapter examines how exclusionary policies and practices currently affect compulsory education in Italy by analysing three relevant examples: the dynamics of early school leaving, the evolution of the special education needs construct, and the marginalisation of disadvantaged students in the recent Covid-19 pandemic.
| Original language | English |
|---|---|
| Title of host publication | International Perspectives on Exclusionary Pressures in Education |
| Subtitle of host publication | How Inclusion becomes Exclusion |
| Editors | Elizabeth J. Done, Helen Knowler |
| Place of Publication | Cham |
| Publisher | Springer |
| Chapter | 2 |
| Pages | 45-64 |
| Number of pages | 20 |
| Edition | 1st |
| ISBN (Electronic) | 9783031141133 |
| ISBN (Print) | 9783031141157, 9783031141126 |
| DOIs | |
| Publication status | Published - 28 Feb 2023 |
| Externally published | Yes |
Keywords
- Exclusionary micro-strategies
- Inequality
- School dropout
