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The chapter presents the contemporary changes taking place in the Italian school population and the policies of integration addressing the educational needs of immigrant pupils and minority ones, such as the Roma. After discussing the situation of non Italian pupils, the authors synthetically describe the Italian legislative framework regarding the right to education and focus on the role of intercultural education in governing change in schools' multicultural contexts. Since the 1970s, Italian educational legislation and policies have supported an integrated model within the Italian school system and have extended it to the above mentioned groups of pupils in the last twenty years, promoting and implementing inclusion processes rather than segregation. It has been deemed relevant to include reflections on bullying, because integration of non Italian students continues to be a matter of concern and often Italian pupils isolate or discriminate foreign children. Furthermore, the authors warn about the risk of a culturalist perspective at the basis of inclusion projects, that paradoxically seems to entail a "naturalization" of cultures and languages, and point out how ethnographic research provides findings and interpretations that are able to counteract such a trend.

Legislation, Projects and Strategies for the Implementation of Educational Inclusion in Italy: Results, Questions and Future Prospects