Brukab: Conclusions

Hello colleagues and visitors,

I have been tasked with writing the last blog for our program, but where to start?

First off, a summary of my assigned date ( Friday Sept 19th 2008). Well we didn't have class so that last day consisted of packing, last minute sight seeings, shopping, and getting ready to go. A few people flew out that day, but the majority of us had our flights on Saturday, and since we were kicked out of our apartments, a few of us had a slumber party at the airport:

Now to the deep stuff:

To sum up the exploration seminar in one word....Amazing.

I personally learned so much about the world and how I fit into the bigger picture through my experiences during this past month. Through meeting the many guests we heard from, through the readings, and through discussions with my classmates i gained a greater understanding of Italy and thus a greater perspective on the world.

When the program first started, all I knew about the immigration and education systems in Italy were from what I read in our class readings. When we first started visiting NGO's and government organizations it seemed like there was a general feeling of hopelessness and frustration with a non-adaptive government. When we started talking with immigrants and volunteering at the refugee center, it was sad to see how the challenges in navigating the immigration system were felt by real people. Hearing their stories and hearing about how they felt that they couldn't do anything to improve their situations was heartbreaking, especially coming from a country in which we're taught to fight for our rights. At this point i personally started feeling hopeless also, until we started going to the schools...

Jami Hubbard from the International Development & Law Organization

At the Joel Nafuma Refugee Center

Once we started visiting the schools, I started to see, and find inspiration in the work that the teachers and parents were doing to improve the situation for the children. Talking to a few of the parents from the Parent Association at the Di Donato School we learned about the commitments in time and money they make to getting their kids to interact and learn about each other. At our first visit to the Manin school we learned about how the teachers were using diversity as a resources, and taking their students on visits to museums to learn to appreciate their differences. And at the Iqbal Masih school we saw how they allowed their students to teach others about their culture, and how they actively opposed and protested against the government to fight for the needs of the children. These visits taught me a lot about how change has to often occur from the ground up, and also that it's the people on the ground who really understand and fight to improve what seem to be hopeless challenges.

Iqbal Masih

Student teaching his classmates Mandarin

A teacher at Iqbal Masih

Protests at Iqbal Masih
At the Manin school

So at this point of the seminar I felt hopeful after seeing how there were people who were fighting to improve the education and immigration systems in Italy despite the challenges they faced through the government and other factors. We finished our seminar with a visit from a few members of G2, an advocacy group comprised of second generation children of immigrants in Italy. Being of the same age and hearing their perspective as the first group who has gone through the system and felt its challenges firsthand was insightful. Also, seeing how they fight to change citizenship laws even though the government hasn't been open to change was inspiring.

Mohammed, Yue, and Alphousseymi of G2

Group Photo

Walking away from this seminar I personally feel very empowered to help to improve the situation for immigrants here in the states. Seeing the challenges immigrants face in Italy has made me interested in learning about how that process here in the U.S. is similar or different. Also, I've realized that we all, regardless of our backgrounds, have something to contribute to this effort.

All in all this was a very eye opening seminar. I greatly enjoyed meeting and getting to know everyone in the program. I know that walking away from this we've all changed for the better and I hope that we all take the knowledge we've gained through this program and put it in action to help others.

Ciao,
Brukab

End of the program

Ciao everyone,

This is my last blog from Rome. What an intense month! We truly did a lot - I can't even begin to describe what we did, what happened, and all the emotions that have gone along with it. In terms of things happening outside of the content of the program, we had health problems/scares, people losing things or getting things stolen, emotional ups and downs. And in terms of the program, instead of winding down the last week, our program got more busy with all the different school visits. All in all, most of the students experienced and observed the power of schools. In contrast to the beginning of the program when the different people from organizations talked about the depressing state of affairs of the legal protections and citizenship pathway for students (that along the way others talked about too), this last week we also observed the caring of teachers, strong leaders, and some amazing schooling environments. We were mainly at 2 schools. The Iqbal Masih school is really one of a kind, with the strong relationship it has fostered with the Rom people around it for the last 20 years (one that is on its way to being threatened because of the strong persecution they are facing by Italian society and the law enforcement officials). This school was holding a sit-in with parents taking turns to sit-in and occupy the school each day of this first week of school; they were protesting the cut in educational funds, in general, but in particular, the proposal by the new Education minister to move to a one teacher system in the elementary schools (from its 2 teachers per school) which would especially affect different forms of extra curricular activities like drama and music, as well as extra support that is given to children experiencing different forms of difficulty, such as immigrant children. One of the things that really stuck out was the strong affection the teachers show for the kids - both physical and emotional - this was especially strong with kids with disabilities who are included in the classroom and have a resource teacher for them. Similar to the States, it seemed that teachers in middle schools and high schools have a more difficult time to create such environments for their students as we saw in the Manin Middle School and we heard from the teachers and others. On Wednesday of this week, after I provided a short presentation with the background on schools and immigrant students as well as my propsition that additive discourses in educational settings can be used to push back against the subtractive discourses in larger Italian society, the students in the program presented their extremely well documented projects on different subjects - Lia and Jamie started with a presentation on assimilation and integration and how these themes play out in government regulations as well as the schools. Then, Anjali and Jasmine discussed how the curriculum in the schools addressed inclusion and integration; Manmeet, Marissa and Irene presented their project on teacher attitudes and professional development in relation to immigrant children. Next, Maia and Megan explained how Italian as a second language is approached in the schools and Sterling and Trina focused on the identity of the children and how this gets constructed. The last two presentations were Emelia's and Gentry's on the difference between younger and older immigrants and Brukab and Sam's presentation on immigrant children and access to higher education. The program ended in a wonderful way - after a heavy, Roman group meal where we all shared our highs and lows and our biggest learnings from the program, we had an emotional and powerful conversation with a group called G2 - the second generation immigrants who have a platform for advocating their rights in Italian society. Four of them came to talk to us about their challenges and plights - since Italian law doesn't provide them citizenship, they discussed the different hurdles that they face. It was a wonderful way to end the program - to really talk to these young adults and hear about their hopes and fears. I have to say that I am really spent from this program but it has definitely been one of the most rewarding professional experiences I have had - arrivederci, Roma - e buongiorno Seattle!

Irene Pagpaguitan - September 18, 2008

Wow, I can't believe we just had our final class session today. Although it feels like I have been homesick for weeks now, it feels like just yesterday that I was climbing up 94 stairs to get to my apartment after an exhausting trip from Santorini, Greece.  Today's class sessions were all so bittersweet.  It began with visiting the Iqbal Masih School again but to different classrooms. We were divided into groups and sat in preschool to kindergarten classrooms. In the classroom that I was in, the children were having free play time.  Most of them drew pictures so I sat next to them. As much as I love playing with children, I found it so difficult to communicate and draw with them because of our language barrier. None of them spoke English, but we found a commonality by making silly faces.  The next class we visited was a 4th grade class. Since the speaker spoke some English, we were able to understand the general class content.  I was told that this classroom didn't have any foreign students but one student with movement problems that had a special desk. I liked that this school was inclusive and accommodating for this student.  Overall, my experience at Iqbal Masih was very positive and modeled the school that teachers strive for in providing children with the education they deserve no matter where they are from or what they look like. 

In the evening, we met with G2, a national organization of sons and daughters of migrants and refugees born and/or grown in Italy. We spoke with Alphousseyea, Yue, Mohammed, and Dona. . This organization wants to tell people that they are not just the second generation of migrants, but rather the second generation of migration. The four we interviewed were either born in Italy or grew up from an early age. One of the things I found most interesting was from Alphousseyea. He said that when he went abroad to Canada, he found a large community of Italians.  There he spoke with them and they seemed to understand that he could be Italian regardless of his ethnic background.  But when he is in Italy, even though he has grown up and lived in Italy all his life, he is asked daily by people where are you from? Another thing that was hard for me to grasp was the way the media not only portrays immigrants but the second generation. The other day when a young person was killed, the headline said 'Young Italian of color'. The media had to be sure to label them as well as differentiate them from ethnic Italians. This phenomenon is so new here in Italy and does not seem to be getting any better.  Throughout this trip I have been somewhat pessimistic in the government changing, but when I see groups like G2, it makes me hopeful for the future of immigrants and their families in the next few years. 

This trip has been an amazing experience for me and I am sure for many of the other students in the group. I didn't realize how much I really learned and enjoyed about the trip until lunch today when we talked about our highs and lows of the trip.  Although my lows were a constant struggle for me dealing with customer service, the ignorance of people, and language barriers, the highs definitely made up for everything. The joy I saw on the faces of the young children as they sang songs, the impact one group can make in the lives of others like them, and the stories from refugees has changed my perceptions on life and the outlook I have to creating a better future for children. I can't begin to express how thankful I am to have come to an amazing country like Italy to study education and immigration with this group. I have not only gained these experiences, but a stronger appreciation for my parents and what they have overcome in order to provide my younger sister and I with a successful future.  

Manmeet Dhami-September 17th, 2008

Today’s class presentations marked the end of this exploration seminar. My group focused on the topic of teachers and immigrant children. Specifically, we researched teachers’ attitudes towards immigrant children and professional development programs. Our findings, which were obtained through readings, interviews, and visits to schools and organizations, suggested that there are actually varying approaches to schooling and immigrant children. We found that attitudes towards immigrant students were more positive in primary schools. There also seemed to be better language and inclusion programs in primary schools. The situation in secondary schools was less optimistic. Secondary schools seem to have a more difficult time accommodating the needs of immigrant students. This could be attributed to the fact that most teachers are not accustomed to teaching literacy and language skills to older students. Our findings on professional development were troubling. There is little funding for professional development programs in Italy and teachers must take the initiative to enroll themselves in whatever classes are available. I think it would be beneficial in the future to have some sort of a national framework dealing with immigrants and the schooling system. I think the Italian government needs to focus on professional development in particular because teachers without proper training will be unable to effectively aid immigrant students. Currently, teachers receive no compensation for attending professional development classes, which means there is little incentive for teachers to do so. Italy’s education system isn’t perfect by any means but it is important to acknowledge that the United States is also plagued by many of the same problems and challenges.

Following the class presentations a group of us (Lia, Jaime, Irene, Jasmine, Sam, Brukab, Trina, and I) did a night tour of Rome. We visited the Pantheon, the Trevi Fountain, the Colosseum, and Vatican City. It was amazing seeing all of these amazing sites all lit up. The group definitely made the most of one of our last remaining nights in Rome.

As this exploration seminar quickly comes to its end I am realizing exactly how much this trip has impacted me. I’ve come away with a greater appreciation and understanding of what my parents had to go through when they immigrated to the United States as well as a renewed sense of responsibility to create change. Through the conversations I’ve had with refugees and other immigrants I have learned that there is always some sort of sacrifice involved with immigration. I am extremely grateful for my parents, whose sacrifices have allowed me to live such a privileged life.

Anjali Riddick- September 15th 2008

I arrived in Rome with Sterling on August 13^th. It has now been a little over a month and I feel that this experience has truly had its ups and downs. I had finally felt comfortable with my racial identity before this trip. I was adopted from India when I was three months old. My family is white yet based on my appearance I am an Indian American. I have learned throughout my life that there is a strong assumption that most people live with their biological parents therefore their culture, tradition, and language must be related to where their parents are from. That is not the case for me. My experience in the Sates and now here has contributed to my interest in immigrant youth and their experience with education in Italy.

I have never been as aware of my racial ethnicity here, as I have in my entire life in the United States. I have not gone one day without being asked about my racial ethnicity, typically it is assumed that I must be Sri Lankan. As I explain that I was born in India but grew up in the United States people tend to assume that my parents must be Indian, and many assumptions about my culture, tradition, and language have been made, after a while it becomes very draining to explain my situation and often there is a strong language barrier. Many cannot seem to accept the fact that despite my appearance I am an American (I am guessing I do not fit their stereotype of a typical American). In the United States anyone can be an African American, Asian American, Native American, etc. Here the general attitude is that you are an Italian or a foreigner. Considering that my race has consistently been a factor in people’s perception of me here I can only imagine what it may be like for many immigrants. Each person’s experience on this trip in our class has been very different, and in large part, race seems to be a factor in contributing to our different experiences and views.

To me, race is a social construct. This trip has definitely supported this idea. There are different perceptions of the same racial groups in Italy and the U.S. Although race is socially constructed I have learned that the affects of racism and assumptions based on race are still very real. Racial issues are very complicated and often related to other attitudes and policies. Immigration, education, and identity all go hand in hand when exploring the experience of immigrant children in Italy. I have learned that how issues are dealt with differ depending on what we see the source of the problem being. Whether it be the system that immigrants face or the immigrants themselves will change the attitudes and policies implemented.

Today was an optimistic day as we were able to have the opportunity to observe the first day of school at Iqbal Masih. We were welcomed into various classrooms where we were sung to in most. The first class we observed was a third grade class. A young boy was sharing the Chinese characters and sounds of his native language. We have heard several teachers mention that they see immigrant children and cultural differences as a resource for teaching. This was a good example of that where the student was able to share a part of his culture with his class. It seemed that the school really welcomed diversity. I was also happy to see that students with disabilities were integrated into the classrooms. The messages that the school was sending seemed very positive and accepting. It appeared as if the prevalent idea of the “other” in Italy was being discouraged by the integration of diversity in the classrooms. I got the impression that not all schools were as innovated as this one and that this one is very popular. It was also a day of protest due to the budget cuts, the shortage of hours in a school day, and going back to having just one teacher teach multiple subjects from what I understand. It seems that we are here in Italy during a very transitional time; there is an increase in immigration which is a fairly new phenomenon for Italy, and many political, institutional, and administrative changes. It was very reassuring to actually see that in some schools they really are using diversity as a tool for enrichment and as a resource as many speakers and teacher had claimed.

Trina Le - September 12th, 2008

One of my major motivation for coming to Rome was to get an international aspect on edcuation. I believe that in order to help my students succeed academically, you need to first understand and respect your students' background, family, life, ethinicity, culture, etc. Coming to Rome gives me an international aspect as to education in general for it is so much different than what we are used to in the US. Since Italy is new in the immigrant education issues, it not only gives me an aspect on the early stages of a new country dealing with immigration educational issues, but it gives me a chance to learn, reflect and witness the issues that I do not witness often while in the US.

One of the things that I learned while in Rome is appreciation for what I have, but have taken for granted for so long. That is the right to an education. Many of the immigrant youths here in Italy have meet with hardships with the education system because of the laws and regulations, and opportunities for higher education are not as readily available as in the US. In the US, opportunities that comes with higher education is many, yet here in Italy, higher education is limited to a few Italians. Being here in Rome also makes me appreaciate my parents for what they have gone through when they first came to the US with no knowledge of the langage, the government and the United States' society, and on top of that . . . . four young children on their hands. It gives me a whole new respect for my parents on a level that I never thought that I would.

One of the things that I would like to learn further here in Italy is the future of the educational system in Italy, maybe in 5 or 10 years. Because Italy is so new to the immigration educational systems and issues, it would be interesting to know and witness the process of how they got to a stage of "satisfactory" educational system (however one can define that).

Here is a great shot of Megan, Maia, Trina (me), Sam, Anjali, and Brukap in the garden in the back of the Borghese Museum. ^_^

Jamie Kang- September 11th, 2008

Hello,
It’s been about three weeks in Rome, but I have been away from home about 2 months! So, it is time for me to head home, soon. I think it was a rough start for all of us to grasp Rome in such a different perspective. When we think of Rome, we think of the Vatican City and all the historic values it has within every street and every building. I got to experience that from a visitor’s perspective (Father Kim). With him, Rome is still a beautiful city, even with its flaws. You see people going to places, conversing with each other and enjoying yet another burning day. He told his stories and toured us around Rome with such pride and sense of happiness that he feels from this city. I felt it and I still feel it, but something inside me has changed. This is from visiting schools, talking with immigrants at the market, volunteering at the refugee center, and reflecting my experiences as an immigrant in the U.S. They say Rome is a city that never changes, but it is time for a change.
I cannot imagine living here as an immigrant without adequate resources. If my parents were stranded here with no knowledge of the Italian language, what would they have done? For every immigrant living away from his/her home country, he/she will always feel multiple identities. This would be hard for anyone else to understand. Just as the teacher at the Manin school said, “It is a problem that the Chinese student goes home to his Chinese culture, living two worlds.” What should the Chinese student do? Tell his parents to live like Italians and give up their identities and traditions? In my perspective, the Chinese student will have much more broader perspective of the two worlds. The world is becoming more multicultural every year; therefore, the emphasis on becoming one culture (identity or self) has to change. It is important to use these situations as an opportunity for other students to become aware and familiar with other cultures in Italy.
Although different countries will have different rules and regulations for schools, it’s the teachers who will make the difference in students. It is essential for Italy to become multicultural with teachers as more immigrant children attend schools.
Lastly, I want to share with all of you a poem that Hijran (a political refugee from the St. Paul’s Refugee Center) wrote about his emotional and physical difficulties he must face as a refugee:

Throughout my life, I have always been hopeless, feared, and fearing. My heart has always been pouring fountains of blood over the plight of my country and my soul always strangled.
God, oh my God, I may be dragged into profanation, should you not see my plight and not listen to the voice of my heart. I might commit a sin by making complaints against your Almighty, but nonetheless, I do so by forging complaints against you, against yourself in your entire sanctity.
What would happen if my world was a better place to live in and what would it be like, as if God has vested a mother the responsibility to look after and care for the planet earth (world)?
Such that my city would not experience the man made atrocity and would observe no artilleries destroying lives. Consequently my other country men and I would wake to a bright day instead of living lives under an everlasting darkness of the bloody nights.
Religion, the religion has always proved disastrous to m e and caused me to shun it and it (religion) has affected me to the extent that I sing the songs of disapproval against my own religion.
I never perhaps whatever I have seen in the foundation of it (religion), is baseless and nothing more than pure superstitious. As a result of being empty spectacles the religion has ruined my world.
What have you brought to me, which you (religion) demand of me to pay back except for pain, disaster and countless problems?
I would seek revenge on the Prophet whose religion has brought about the destruction of my entire entity.
I will deviate and break the Arab’s much shunned and backward rules of law, the rules that made it not only difficult but also impossible for me to live a life free of fear and thirst for hate.

I hope that everyone gets a chance to reflect our privileged lives in the States!