Pedagogie implicite e aspettative reciproche nel dialogo tra genitori immigrati e insegnanti nella scuola dell’infanzia

Abstract

In this article, we reflect on a virtual dialogue between teachers and immigrant parents in Italian schools and attempt to unravel the motivations, models and expectations influencing the behaviors and specific modes of communication. Our goal is to enhance our understanding, first of what each thinks of the other, and subsequently, of the mutual expectations conditioning the modes and forms of encounter and communication between immigrant parents and teachers characteristic of the school setting. We also use this analysis of parent and teacher reflections to explore the strengths and weaknesses of the dominant cultural model in Italy of ‘effective home-school interaction’ and to provoke a quest for new practices.