Based on a PhD research on Roma childhood and parenthood in Italy, this article shows how the category of a Roma pupil arouse throughout the XXth century. Drawing on an analysis of laws, public policies and psychological studies of Gypsy children, this paper will question the relation between education policies targeting Gypsy children and the theories on which they are based. The goal is to understand the reasons that led public authorities to consider this category of pupils as having special needs to be addressed with a specialized school system. More precisely, we will tackle the logics, the issues and the effects of this process of categorization of the Gispy pupils and its specific treatment. Finally, the example of Gipsy pupils allows one to question the political issues connected to Italian educational policies and, more precisely, the ideologies connected with the way to consider and deal with cultural diversity at school.

Sarcinelli, A. (2014). Les « Tsiganes », des élèves « irréguliers » ?. REVUE D'HISTOIRE DE L'ENFANCE "IRRÉGULIÈRE"(16), 53-70 [10.4000/rhei.3638].

Les « Tsiganes », des élèves « irréguliers » ?

Sarcinelli, Alice
Primo
2014

Abstract

Based on a PhD research on Roma childhood and parenthood in Italy, this article shows how the category of a Roma pupil arouse throughout the XXth century. Drawing on an analysis of laws, public policies and psychological studies of Gypsy children, this paper will question the relation between education policies targeting Gypsy children and the theories on which they are based. The goal is to understand the reasons that led public authorities to consider this category of pupils as having special needs to be addressed with a specialized school system. More precisely, we will tackle the logics, the issues and the effects of this process of categorization of the Gispy pupils and its specific treatment. Finally, the example of Gipsy pupils allows one to question the political issues connected to Italian educational policies and, more precisely, the ideologies connected with the way to consider and deal with cultural diversity at school.
Articolo in rivista - Articolo scientifico
À partir des recherches doctorales sur l’anthropologie de l’enfance et de la parentalité roms en Italie, le présent article retrace le processus de fabrication de la catégorie d’élève tsigane tout au long du xxe siècle. Il interrogera notamment la relation entre les politiques de scolarisation pour les enfants tsiganes et les théories qui les ont orientées, à travers l’analyse de lois, de politiques publiques et d’études psychologiques sur l’enfant tsigane. L’objectif d’une telle analyse est de comprendre les raisons qui ont porté les pouvoirs publics à considérer cette catégorie comme ayant des besoins spéciaux auxquels il fallait répondre par un système de scolarisation différentiel. Plus particulièrement, il s’agit de saisir les logiques, les enjeux et les effets du processus de catégorisation, voire d’étiquetage de l’élève tsigane et de sa prise en charge spécifique. Enfin, l’exemple des élèves tsiganes permettra d’interroger les enjeux politiques sous-jacents aux cultures éducatives et scolaires italiennes, notamment pour ce qui est des idéologies concernant la manière de penser et de traiter la diversité à l’école.
Keywords : Italy, XXth century, Gypsies, childhood, differential schooling, cultural diversity
Mots-clefs : Italie, xxe siècle, Tsiganes, enfance, scolarisation différentielle, diversité culturelle
French
53
70
18
Sarcinelli, A. (2014). Les « Tsiganes », des élèves « irréguliers » ?. REVUE D'HISTOIRE DE L'ENFANCE "IRRÉGULIÈRE"(16), 53-70 [10.4000/rhei.3638].
Sarcinelli, A
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/198626
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