Today we live in a world full of differences, made more immediately visible now than in the past by the huge communications system. Languages, people, customs, cultures of the most different species onto a single scenery, now simply distinguishing itself, now opposing, now mixing; in any case, prompting questions, proposing innovative behaviors. The world has become really a unitary space within which different realities completely move. You then need to find a way to successfully cohabit in a profitable, though not always easy, that reality.
The school can do much to make the multi-ethnicity as a resource for the city and, generally, for the modern world.
Educators must demonstrate the adaptability of their schemes, training and professional heritage, showing flexibility, openness and focus on sociological and pedagogical issues that which the entrance of cultures, languages and identities carries.
This, however, cannot mean that in the Italian school there should not be more imparting teachings of language and culture which characterize our civilization. You have to search for points of contact, make intercultural projects, in which exchanges enrich each other. The science of education we must ask then to overcome a certain provincialism looking ahead of the educational phenomena, which are crossed by migratory movements. In reality the future is already here, actually like Milan, with a percentage of 30% of pupils who have a different skin color or a non-mother Italian tongue.
We must first of all ensure the right to be different, then take the non-native as a resource, rather than as an obstacle or a different from the sideline. So the solution is not to create "ghetto" classes where pupils from only one country rather than another. The school task is that of making different cultures live together without ignoring one another, as might occur with different educational paths. Interacting with the alien must show interest in his culture, for its history, for his views. We must review our settings. That presence, as well as every other "diversity", we must interrogate, forcing in checking our certainties and our views. Professors must be updated, i.e. know the places these foreign students come from, explain why the school should deal with these diversity and promote initiatives of experimentation and interchange. We must relieve the sense of diversity and the school may be the privileged context, while in social and working life sometimes this process happens with greater difficulty.
The interculture is not predetermined: is actually something already to be compared as a dynamic commitment in an area in which there is no definitive recipes. The important thing to understand is that the immigrant, the stranger, has today more than ever gone to take root in this new nation, wants to live permanently in it. No longer a passing man in this country, but a citizen in all respects, and the school becomes a critical step to creating in themes of that multicultural society which we all aspire. We will then, and already we have, people of different colors, but who speak Italian, and that has perpetuated some of the values and ideals which are typical of our culture, enriching them with their original heritage, as well as the contribution of immigrants has changed American culture. At the end of this process they will not be considered as foreign or immigrant who goes along with another color of skin, and not even notice those somatic differences that, today, are still disturbing.