The “Light of Grammar”. Learning to Read between State School and Religious Education for Muslim First Italian-born Children of Migrants in Lonato del Garda (Italy)
The article analyses Muslim first Italian-born children of migrants’ experiences of learning to read in both religious and school contexts in Lonato del Garda, a small town in the north of Italy. Based on ethnographic observation, the article focuses on reading as a social practice where the issue o...
Saved in:
| Published in: | Revue des mondes musulmans et de la Méditerranée Vol. 154; pp. 145 - 164 |
|---|---|
| Main Author: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
Revue des mondes musulmans et de la Méditerranée
01-01-2023
Université de Provence |
| Subjects: | |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The article analyses Muslim first Italian-born children of migrants’ experiences of learning to read in both religious and school contexts in Lonato del Garda, a small town in the north of Italy. Based on ethnographic observation, the article focuses on reading as a social practice where the issue of identity is critical. For Muslim first Italian-born children of migrants, learning to read is also about the experience of their hybrid identity. In a context where state school and the Islamic Centre fail to build an effective dialogue and strategies to connect the different learning experiences, children end up learning also to deal with the “boundary work” that will characterise their life in the peculiar everyday multiculturalism of contemporary Italian society. However, practices are not impermeable to each other. The state school model has an impact on religious education and several changes were made to adapt the learning practices. On the other hand, children can use religious learning habitus, such as memorisation, as a way to deal with the learning to read in school. |
|---|---|
| ISSN: | 0997-1327 2105-2271 |
| DOI: | 10.4000/remmm.20304 |