In-service training on identity, immigration and integration

Genevieve Abela Cefai and myself, both Personal and Social Development teachers, recently joined other educators from four countries for a Comenius/Grundtvig course in Bergamo, Italy.

Together with participants from Greece, Portugal, Norway and Romania, we engaged in extensive discussions about topical issues, such as identity, immigration and integration.

The course, organised by Keep it Simple (KIS), an accredited training agency in the Lombardy region, provides vocational training and guidance to employed, unemployed and socially disadvantaged individuals.

The course aimed at investigating, acquiring knowledge, and obtaining the basic skills necessary to work within multicultural contexts, while linking immigration and integration.

Throughout the seminar, issues surrounding immigration, both legal and illegal, as well as the different contexts these individuals come from, was explored extensively.

Lectures were delivered by individuals coming from different contexts, having both people working within organisations which support migrants' integration within the community, as well as migrants themselves.

The psychological implications of immigration were also analysed. These were elaborated on from both the migrant perspective and the community into which the immigrant would like to be included.

The identity formation of migrants and the community, and how these influence integration were also discussed at length, as were the formation of negative and positive stereotypes.

This extensive knowledge was backed by examples of good practice, especially in Bergamo, one of the cities with the highest immigration rates in Italy which has extensive support structures to facilitate migrants' integration.

All this provided us with ample opportunities to learn more about existing structures which facilitate migrants' integration within local communities.

It is intended that a series of training courses be developed for teachers and school administrators on how these issues influence educational practices.