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By John Whitman

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However, they have been mainly perceived as a discussion or an interpretation of debates elaborated elsewhere, first of all in the United Kingdom and in the US. In the international debate it is taken for granted that France and the UK have developed different approaches to ethnicity, and the French universalist approach appears as a national exception. However, if we turn to the British case, we can verify that, despite a very different political approach to immigration issues, the growing visibility of a generation of immigrants’ children since the 1980s has also been a turning point in the perception and interpretation of inclusion/exclusion issues.

In late modernity and the information age, change is frequent and extremely rapid: not all the capacity for change can be translated and transformed into political and institutional innovations and organizations. Hence, active minorities show the hidden potential for change, they produce imaginative skills and they open the door for the ‘capacity to aspire’ (Appadurai 2004). In this vein, that of active minorities can be considered mainly as a symbolic action: Symbolic action cannot be assessed using the standards applied to other forms of action.

Italian scholars have concentrated their research mainly on educational trajectories and scholastic success or failure, on changes 44 Children of Immigrants in a Globalized World to teaching models or school organization in order to best fit an multicultural education, and on the role schools can play in the dynamics of social inclusion or exclusion (Favaro and Omenetto 1998; Queirolo Palmas 2006; Besozzi et al. 2009). A second important field of research is represented by the study of the more general paths of inclusion or exclusion of the children of immigrants, on a national or local level.

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A Droid's Tale by John Whitman


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