La presa in carico delle differenze: una tradizione italiana

This contribution takes Italy as the epitome of a State in which highly differentiated social, linguistic and cultural conditions have coagulated over time, creating marked social disparities and large-scale deprivation; and yet, at the same time, a State in which it is possible to trace 'how educational institutions have coped with such differences' (<i>comment la différence est-elle prise en compte en éducation</i>) ̶ and to what effect ̶ through linguistic and educational strategies as well as evolving political and cultural stances. This contribution also assumes that these specifically Italian disparities ̶ involving a high degree of plurilingualism and social exclusion ̶ may likewise be found in XXIst century Europe and, indeed, the world, due to widespread migration and the multiple forms of poverty. There is yet another reason why the case of Italy merits study. Faced with striking linguistic and cultural diversity, part of Italy's intelligentsia began developing ideas and educational models (<i>linguistic education</i>) aimed at addressing the factors which contribute to processes of differentiation. The present contribution surveys their proposed institutional changes and intervention strategies, which go back to the last part of the XIXth century but which were put into practice on a large scale only from the 1960s on. It also examines what effects such intervention has had on social and linguistic marginalization, disabilities and the development of responsible citizenship.