The present research aims to understand the opinions of
teachers, parents and primary school children about Outdoor Education (OE) and
its use in schools, as well as the intrinsic characteristics that distinguish
its effectiveness in terms of inclusion processes for children with Migratory
Background (MB). Grounded the examination of the dimensions and variables
present in the studies analysed allows us to detect how the variety of
individual and socio-cultural factors requires knowledge on the part of the teachers
of the background of each student and the use of flexible approaches, active
methodologies and operational techniques, which look at forms of cooperative
and participatory learning, useful to correspond to the needs of children and
those with an MB. Grounded Theory (GT) requires a constant comparison at every
level of analysis (between data, between data and categories, between
categories, between observed events and categories, between category
properties, etc.) and their simultaneous collection and analysis. In addition,
the researcher can make use of the production of diagrams, which have the
function of scaffolding that facilitates the comparison between categories, and
of memos, which constitute the annotations on the research process, a metacognitive
space, of reflection on the data collection in which to make explicit the
choices made, which help him to make his point of view explicit. The research has made it possible to obtain
useful data on how the OE educational approach is currently adopted within the
Italian context and how this can contribute to the process of inclusion of
children with a migrant background, which can be said to be complex problems
and still felt by teachers of all levels. Future studies could envisage
replicative forms of the present research on territorial contexts different
from those involved, both in Italy and abroad, such as in countries that
already implement it in multicultural school contexts or where the tradition of
OE appears more consolidated, as in the case of Northern European countries. In
a first analysis, opinions of the interviewees, the OE would seem to help
overcome the main obstacles that students with BM encounter at school in terms
of achieving training objectives, through versatile and inclusive OE
methodologies, attributable to forms of laboratory and experiential and group
teaching, which focus on the observation of concrete examples taken from the
environment. The EO would also seem to facilitate concrete cultural experiences
and positive inter-ethnic relations.
Author(s) Details
Alessandra Natalini
Developmental and Educational Research Psychology, Sapienza
University of Rome, Italy.
Please see the link:-
https://doi.org/10.9734/bpi/cpassr/v2/1037
