Beyond the Vulnerability Paradigm: Fostering Inter-Professional and Multi-Agency Cooperation in Refugee Education in Italy

Autor/in	Dovigo, Fabio
Titel	Beyond the Vulnerability Paradigm: Fostering Inter-Professional and Multi-Agency Cooperation in Refugee Education in Italy
Quelle	In: International Journal of Inclusive Education, 25 (2021) 2, S.166-181 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1707301
Schlagwörter	Interprofessional Relationship; Agency Cooperation; Refugees; Children; Family Programs; Child Psychology; Psychological Services; Health Services; Social Services; Community Services; Secondary Schools; Urban Areas; Caseworker Approach; Holistic Approach; Childhood Needs; Access to Education; Second Language Learning; Inclusion; Best Practices; Barriers; Cultural Awareness; Integrated Services; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Flüchtling; Child; Kind; Kinder; Family program; Familienprogramm; Kinderpsychologie; Psychologische Betreuung; Health service; Gesundheitsdienst; Gesundheitswesen; Social service; Soziale Dienstleistung; Soziale Dienste; Gemeindenahe Versorgung; Sekundarschule; Urban area; Stadtregion; Holistischer Ansatz; Childhood; needs; Kindheit; Bedürfnis; Education; Access; Bildung; Zugang; Bildungszugang; Zweitsprachenerwerb; Inklusion; Cultural identity; Kulturelle Identität; Ausland; Italien
Abstract	Children and families from a refugee background seem to escape the technical view usually adopted by educational and health practitioners, which is based on a mixture of diagnostic tests and special needs policies. This approach struggles to cope with the multiple needs -- in terms of health, culture, language, and learning -- involved in taking care of refugee children. Even though services multiply their efforts to ensure consultation and support, experiences of frustration and inadequacy about reciprocal relationships are common among practitioners and refugee families. Through an action research study in two educational and health services from northern Italy, we aimed to understand how schools and child psychology services can increase effectiveness and quality of programs addressed to refugee children and families. Investigation shows that in managing cases practitioners adopt an implicit 'vulnerability paradigm' that reinforce institutional control instead of empowering children and families. Nevertheless, we also found examples of alternative narratives and good practices emerging from practitioners who developed inter-professional and multi-agency cooperation. Results suggest that such practices would help services review their current approach by (1) developing a holistic perspective of the needs of refugee children and (2) fostering multi-agency work by disseminating inter-professional collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01