Voices of nigerian women survivors of trafficking held in italian centres for identification and expulsion

Department of Equal Opportunities; Presidency of the Council of Ministries; Province of Rome (metropolitan area)

Migration-related detention: A focus on the Italian context

Inspired by a community psychology ecological perspective, this chapter addresses migration-related detention as part of that set of practices implemented by the EU and the Schengen Area to ensure internal security by strengthening external borders control. In particular, it focuses on the Italian context. Starting from a historical overview of the Italian legal and policy framework on migration, a critical analysis of the rationale for migrant detention and deportation is developed, highlighting the business interests at stake. In this regard, the concept of immigration industrial complex is utilized, emphasizing its similarities with the military and prison industrial complexes. Finally, the case of an Italian migration-related detention center is illustrated. We argue for the use of ecological multilevel analysis to grasp the complexity of these sites of confinement, and shed light on the forces and interests that revolve around them. Alternatives are advocated based on freedom and justice for all.

The big four skills: Teachers’ assumptions on measurement of non-native students cognition

The four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to determine which tasks are important to assess properly the cognitive and academic language proficiency (Cummins, 1980; 2012). Research questions: It is of high probability that young students with origin in immigration significantly differ on their communication strategies and skills in a second language processing context (1); attached to this first assumption, it is supposed that teachers significantly differ depending on their scientific area and previous training (2). Purpose: This study intends to examine whether school teachers (K-12) as having different origin in scientific domain of teaching and training perceive differently an adapted four-skills scale, in European Portuguese. Research methods: 77 teachers of five areas scientific areas, mean of teaching year service = 32 (SD= 2,7), 57 males and 46 females (from basic and high school levels). Main findings: ANOVA (Effect size and Post-hoc Tukey tests) and linear regression analysis (stepwise method) revealed statistically significant differences among teachers of different areas, mainly between language teachers and science teachers. Language teachers perceive more accurately tasks in a multiple manner to the broad skills that require to be measured in non-native students. Conclusion: If teachers perceive differently the importance of the big-four tasks, there would be incongruence on skills measurement that teachers select for immigrant puppils. Non-balanced tasks and the teachers’ perceptions on evaluation and toward competence of students would likely determine limitations for academic and cognitive development of non-native students. Furthermore, results showed sufficient evidence to conclude that tasks are perceived differently by teachers toward importance of specific skills subareas. Reading skills are best considered compared to oral comphreension skills in non-native students.