Along the margins,across the borders: Teaching and learning among Veneto attrazionisti viaggianti in Italy |
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| Institution: | 1. Federal University of São Carlos, Department of Physiotherapy, Rod Washington Luis Km 235, São Carlos 13565-905, Brazil;2. Federal University of São Paulo, Department of Bioscience, Av. Ana Costa 95, Santos 11050-240, Brazil;3. Federal University of São Carlos, Department of Genetics and Evolution, Rod Washington Luis Km 235, São Carlos 13565-905, Brazil;4. University of São Paulo, School of Pharmaceutical Sciences of Ribeirão Preto, Department of Clinical Analysis, Toxicological and Bromatological, Av. do Café 95, Ribeirão Preto, Brazil, 14049-900, Brazil;5. State University of Campinas, Department of Genetics and Evolution, Cidade Universitária Zeferino Vaz, Campinas 13083-970, Brazil;6. Brazilian National Center for Research in Energy and Materials, Brazilian Biosciences National Laboratory, Giuseppe Máximo Scolfaro 10.000, Campinas 13083-970, Brazil;1. Department of Planning, Faculty of Planning and Land Management, University for Development Studies, Wa Campus, Wa, Ghana;2. Cities Research Institute, School of Environment, Griffith University, Brisbane, QLD, Australia;3. Department of Planning, Faculty of Built Environment, College of Art and Built Environment, Kwame Nkrumah University of Science & Technology (KNUST), Kumasi, Ghana;4. Institute for Land Water and Society, Charles Sturt University, Albury, NSW, Australia |
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| Abstract: | The article presents the findings of an ethnographic study carried out among Italian attrazionisti viaggianti (fairground and circus people) who lead a nomadic life and work in four Veneto provinces (Padua, Vicenza, Treviso and Venice). Defining parents as marginalised pedagogues engaged in the task of enculturating their children, the author explores and discusses: (1) how children of attrazionisti succeed in learning this occupational minority's culture and how enculturation and schooling are related; (2) how schooling is experienced by them and how it is interpreted by both them and their families; and (3) how schooling relates to their nomadic everyday life and to their prospects for the future. The author argues that enculturation plays a powerful and empowering role with respect to the occupational minority's cultural continuity and sense of agency but that schools’ organisational and cultural rules, on the one hand, and social prejudices against nomadism, on the other, seldom promote a positive recognition of the minority's diversity or its educational value and instead maintain it in a position of marginality within Italian stratified society. |
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