Conference Program

Access to tertiary education programmes leading to a teaching qualification in Italy is very limited for young people of international origin and from minority groups. The limited data available indicates that around 1% of foreign nationals hold a degree in Primary Education (Almalaurea 2023), but the academic pathways remain largely unexplored. In fact, not all sectors of the education professions are inaccessible to these young people – for example, the profession of social-pedagogical educator – and it remains to be seen to what extent entry into the education sector occurs through other professional channels, whilst still maintaining a distinction in roles and prestige, and with what implications. Certainly, the scarcity of young people of international origin within the Italian teaching profession is an issue that requires analysis, particularly in light of possible reasons linked to legal and institutional constraints, socio-relational factors, as well as direct or indirect discriminatory dynamics.

This paper aims to investigate the barriers that make it more difficult to access teacher training programmes and enter the teaching profession and, secondly, to explore the factors that can contribute to successful pathways into teaching.

To this end, this study begins by analysing trends in the number of students of international origin enrolled on teacher training programmes, using an Italian university as a case study. Using data extracted from the university’s longitudinal database (covering the academic careers of students enrolled from 2000 to the present day and the various outcomes of their academic journey before, during and after university, broken down by immigrant background), it will highlight whether and to what extent the trend in enrolment of students with an international background on degree programmes in Primary Education and Educational Sciences has changed over the years, and what this implies regarding the attractiveness of this profession for younger generations with an immigrant background.

The paper then presents the findings of an exploratory study conducted among young people of international origin working in schools, based on a nationwide questionnaire. The survey examines: how young people of international origin with teaching experience in Italy gained access to the teaching profession; what challenges they faced; what resistance or discrimination they encountered; and which aspects of their identity they were able or had to bring into play.

Finally, the article offers a reflection on the ability of school settings to make the most of these teachers’ skills, both in day-to-day school routines and in the context of citizenship education, drawing comparisons between a number of significant cases.