Cioè-Peña M.

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Performing the good (im)migrant: Inclusion and expectations of linguistic assimilation
This paper analyzes how language is framed as a route to full inclusion, particularly for unaccompanied asylum-seeking students labelled as disabled. It is based on a qualitative study carried out in the Italian city of Rome, which, although cosmopolitan, is often characterised by nationalistic political landscapes. The manuscript reveals how institutional biases (re: race, ability, and migration) about unaccompanied forced…
2024
Migliarini V. Cioè-Peña M.
English Unaccompanied & separated children Formal education Secondary education Language education Non-formal education Italy Housing & accommodation Interview Integration & assimilation Inclusion