Bridge - Successful Pathways for the Second Generation of Migrants

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1 Bridge - Successful Pathways for the Second Generation of Migrants Progress Report Public Part

2 Project information Project acronym: Project title: Project number: Sub-programme or KA: Project website: Bridge Bridge - Successful Pathways for the Second Generation of Migrants LLP IT-GRUNDTVIG-GMP Grundtvig Multilateral Project Reporting period: From 01/10/2009 To 30/09/2010 Report version: Progress version 1 Date of preparation: 15/10/2010 Beneficiary organisation: Università degli Studi di Milano Via Festa del perdono, 7 I Milano Project coordinator: Helmut Kronika Project coordinator organisation: BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH Mariahilfer Straße 8 A Wien Project coordinator telephone number: 0043-(1) Project coordinator address: Helmut.kronika@best.at This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein Copyright Education, Audiovisual & Culture Executive Agency. The document may be freely copied and distributed provided that no modifications are made, that the source is acknowledged and that this copyright notice is included.

3 Executive Summary Second generation of migrants are overrepresented in marginalised social classes and are often victim of downward assimilation. According to more recent literature, poorly qualified second generation of migrants, who expect to improve the quality of their jobs compared to those of their parents, risk to be trapped in low-skilled and low-paid jobs. For this reason, making a successful job interview which requires excellent communication skills is a key element in order to get a better employment and, therefore, can help to improve their social and economic condition. This 2-years project wants to achieve this by a two-fold approach: by educating teachers, trainers working with second generation migrants and by offering them improved training/ services based on the autobiographical approach and specific requirements. By, first, improving the competences and general knowledge of adult education teachers and trainers on the social situation and specific needs of adult second generation migrants, they, then, in a second step, will be able to help second generation migrants improve their self-esteem and confidence, in particular for job interviews. The pedagogical programme for this is based on the autobiographical narratives (oral or written) and video-interviews. The teachers in adult education will learn to use the autobiographical approach and the method of video-interviews to help their second generation migrants in particular with job interviews. To enhance sustainability, dissemination of research results, of training courses and of pilot tests will be organised during the project and made available to public even beyond the project s funded time. This will be managed by different channels/ project outcomes: a report handbook with all the material of the training course about autobiography and the results of the interviews; a detailed multilingual practical training guide with the results of the training course and the experience of the pilot tests; a CD-rom with policy recommendations for quality adult education of second generation migrants; and the multilingual website where all these project results will be available online for free download.

4 Table of Contents 1. PROJECT OBJECTIVES PROJECT APPROACH PROJECT OUTCOMES & RESULTS PARTNERSHIP PLANS FOR THE FUTURE CONTRIBUTION TO EU POLICIES EXTRA HEADING/SECTION : BIBLIOGRAPHY... 14

5 1. Project Objectives The project aims to prevent the situations of prejudice and self-discrimination among adults of second generation migrants by improving their social competences, in particular communication skills. To reach this result, the project aims to improve the competences of adult education teachers and trainers in contact with these adults by improving their educational skills and raising their general knowledge about the social situation of adults of second generation and their specific needs. The methodology of this project will focus on the autobiographical approach. The teachers in adult education will learn to use the autobiographical approach and the method of video-interviews, to improve their social competences in helping adults with immigrant origin to work on their self-esteem, to overcome self-segregating behaviours and ethnic prejudice. Such, the project hopes to answer the special educational needs of low skilled second-generation immigrants who lack self-esteem and self-confidence and, in addition, often have to face ethnic prejudice and discrimination/segregation in the labour market by improving the social competences of adult education teachers working with those finale beneficiaries.

6 2. Project Approach The aim of the project is to provide solutions in the education of adults with immigrant origin, in particular second generation migrants, by promoting a didactical intercultural approach based on autobiography and video interviews. This will be achieved by a two-fold approach: Firstly, intercultural pedagogical approaches are usually based on creativity especially in primary or secondary school; by the autobiographical approach we work on the personal story of each subject and on his/her cultural background, to stimulate self-esteem, self-reflexivity and the relational capacities to communicate within the social context. Learning by telling one s own life story will be a deep personal experience and will lead to a transformation of the self and enhance self-esteem. According to recent economic and sociological literature, low skilled second generation migrants often suffer from ethnic prejudice and segregation in the labour market that often has a negative consequence on their self-esteem. According to many authors the process of autobiography contributes to continuing development, ability to adapt to changes of all types, bring closure to painful events and a sense of personal fulfilment. This will help second generation migrant adults to overcome the problem of downward social mobility and self-segregation attitudes. By learning more about themselves through the autobiographical method, they will be able to improve their self-esteem and communication skills, fundamental when they are engaged in job interviews. Secondly, the project has selected the autobiographical approach to increase the teachers competences and the quality of the adult learning; in the future, these competences could be used also for other target groups, like immigrants in general, e.g. The teachers and trainers will not only learn the strategies of the autobiographical method and video-interviews but they will be trained in a course about the social situation of adults with immigrant origin, especially second generation migrants, in a European comparative perspective. The pedagogical approach is based on a narrative perspective that leads to an experience-based, constructivist pedagogy. The biographical narratives function as a powerful medium of learning, development, and transformation of the selves. They enhance self-esteem and have positive impact on the self-presentation of the auto-biographers. This will increase the educators general intercultural competences and will be useful for an appropriate use of the autobiographical method with migrants in general, second generation migrants in particular. It will also improve their awareness of ethnic prejudice. Furthermore, these new approach and competences will make adult training courses more attractive for second generation of migrants. Finally, the autobiographical method is already used in adult learning in some European countries (United Kingdom, Germany and Sweden) but is less popular in

7 other European countries (Italy, Slovenia). Hence, this project is also to develop and transfer these experiences from a country to another by the network program and the reciprocal exchange of information of best practices.

8 3. Project Outcomes & Results The idea behind the project is to prevent situations of prejudice and selfdiscrimination among low skilled second generation migrants (adults with immigrant parents), when they are looking for a job, by improving adult educators competences and skills in using autobiographic narratives as pedagogical approach and raising the awareness regarding specific situation and needs of these low skilled second generation migrants. For this reason, the project s main outputs will be: a 20 hours train the trainer training course based on intercultural competences and autobiographical narratives, as well as video interviews to improve the quality of adult education of teachers/trainers whose learners are second generation migrants. The material of the course, created by all partners, is based on a quantitative and qualitative analysis about second generation migrants and on autobiographical approaches. It includes theoretical information on Who are Second Generation Migrants in Europe and What Challenges Do They face entering the Labour Market, Why Autobiographical Pedagogical Approaches are useful when working with Second Generation Migrants, How Examples of Good Practice in the use of Autobiographical Pedagogical Approaches can help improve the Intercultural Competences of Adult Educators and many practical examples. a 16 hours pilot training course for second generation migrants with trained adult education teachers and trainers in Austria, the Netherlands, Sweden and Germany. The autobiographical narratives will support self-esteem and improve second generation migrants communication skills when conducting a job interview. They will represent a "bridge" between different cultures and a path towards social inclusion. Based on a variety of activities ranging from e.g. diary and biography writing, examples of life stories, profiling one s own competences in a narrative way to videos, music and fashion, the second generation migrants can (learn to) talk about themselves, their interests, skills and prepare themselves for job interviews. In order to foster exploitation and disseminate, the results the project is producing - for the public - are: a multilingual website: Visitors can learn general information about the project, will be able to read about the 20 and 16 hours courses, download national research results on second generation migrants from partner countries, etc. the BRIDGE multilingual practical training guide the report handbook leaflets about the projects. Finally, the project will produce a CD Rom on policy recommendations for quality adult education of second generation migrants.

9 An international conference in Italy, in September 2011, will allow to present the project and the project s public products to experts from other European countries than those of the consortium.

10 4. Partnership The consortium contains seven different kinds of organisations from South, West, North and East of Europe, experienced in European cooperation and all kinds of European (LLP) projects, Grundtvig included. 3 of them are universities, 3 are adult education centers and one is a consultant SME. All partners work with and have access to both target groups, i. e. teachers and trainers, as well as to the final beneficiaries, second generation migrants. The project is based on the good cooperation among these partners who come from seven European countries, i.e. Italy, Austria, Germany, Slovenia, Sweden, the Netherlands and UK involved in a continues exchange of best practices and common aims. Bridge can therefore increase the cooperation between universities and organizations involved in adult education and training/ counselling in these seven European countries of the consortium. The project co-ordination and management is led by BEST (AT), all other tasks are shared among the consortium. This includes the required analysis of the situation of second generation of migrants in the above mentioned 7 European countries and autobiographical constructivist pedagogy, to develop a training course for teachers based on autobiographical narratives and video-interviews, to implement the course for adult education teachers and trainers and the pilot training tests for low skilled second generation migrants. The partners in the consortium are University of Milano (applicant), BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH (coordinator), University of Glasgow, University of Primorska, Centrum för flexibelt lärande, Söderhamns kommun, WIP - Ideenmanagement and ROC Stichting. The partnership has already now been supported by many associated partners in these seven countries, as well as by an additional partner from Switzerland, University della Svizzera italiana in Lugano, who all have provided valuable contributions to achieve the project outcomes.

11 5. Plans for the Future The project aims to reach two target groups: adults with immigrant origins and adult educators (teachers, trainers). The pedagogical programme is based on a training course for adult educators and on a pilot test with trained teachers for adults of second generation immigrants. To enhance sustainability, dissemination of the research results, of the training course and of the pilot test will be organised throughout the project lifetime and beyond. This will be managed by different channels: 1) a report handbook with all the material of the training course about autobiography and the results of the interviews; 2) a detailed multilingual practical training guide with the results of the training course and the experience of the pilot tests; 3) the ongoing maintenance of the project s multilingual website where all the results of the project and the explication of the autobiographical approach and its method will be available online. By including some hundreds of trainers in train the trainer courses during the project, we will achieve a multiplier effect: within their further train the trainer courses, they will be able to exploit the project outcomes, use and spread the project results after the project s end to peers and colleagues. By including such offers in the consortium s services and offering it to other training and consulting organisations dealing with second generation migrants, we will enable sustainability even beyond the project s lifetime. The end users of training courses, as well as the users of the final report and practical handbook will learn how to use the autobiographical method both as innovative pedagogical approach (for educators and trainers) and as innovative educational strategy for adults with immigrant origin who can learn how to improve their self-esteem overcoming prejudice and self-discrimination. They will be able to apply this new competences and skills at their new work or when entering a new job. The consortium plans to offer project results in their own services, via other organisations and on the project website ( in the future. Various dissemination activities will be continued throughout the remaining lifetime of the project and beyond. The final dissemination event (conference in Milano, September 2011) will involve selected European stakeholders who are motivated to multiply our results. In order to guarantee for sustainable use of the project results, the partnership will also further develop an exploitation plan showing future realisation models of the BRIDGE approach.

12 6. Contribution to EU policies The project wants to improve the social competences of adult education teachers (intercultural skills) and second generation migrants (communication skills). Social competences are one of the eight key competences elaborated in the Recommendation of the European Parliament and Council (Dec. 18, 2006) following the Lisbon strategy. The relevance of the project meets the main LLP and Grundtvig objectives but also addresses a more broader policy issue - second generation of migrants - highlighted by the European Commission as being of crucial importance (see the Green Paper "Migration & Mobility, 2008). The project fights against ethic prejudices and discrimination of second generation of migrants through an in-depth knowledge and a social recognition of this target group. Fighting against ethnic prejudice and discrimination represents a preliminary policy strategy to avoid future racism and xenophobia. To reinforce the contribution of lifelong learning to social cohesion, active citizenship, intercultural dialogue, gender equality and personal fulfilment and Other contributions to EU policies can be seen as the project wants: To help promote creativity, competitiveness, employability and the growth of an entrepreneurial spirit, To assist people from vulnerable social groups and in marginal social contexts, in particular older people and those who have left education without basic qualifications, in order to give them alternative opportunities to access adult education Since the first project s aim is to enhance the quality of adult education of teachers that teach low skilled second generation migrants, it will promote adult learning for this special social group. According to recent economic and sociological literature, low skilled second-generation of immigrants often suffer from ethnic prejudice and segregation in the labour market that often has a negative consequence on SGM's self-esteem. This will enhance their future integration into mainstream education and training. To help improve the quality, attractiveness and accessibility of the opportunities for lifelong learning available within member states and To contribute to the development of quality lifelong learning and to promote high performance, innovation and a European dimension in systems and practices in the field The project will improve the quality of education through increased intercultural competences of the teachers and didactical approach based on autobiographical narratives. These approach and competences will make adult training courses for second generation of migrants more attractive. Learning by telling their own life story will be a deep personal experience and will lead to a transformation of the self and enhance self-esteem.

13 To reinforce the role of lifelong learning in creating a sense of European citizenship based on understanding and respect for human rights and democracy, and encouraging tolerance and respect for other peoples and cultures To encourage the best use of results, innovative products and processes and to exchange good practice Promoting an awareness of the importance of cultural and linguistic diversity within Europe, as well as of the need to combat racism, prejudice and xenophobia The first project s aim is to enhance the quality of adult education of teachers that teach second-generation of immigrants trough an constructivist pedagogy based on autobiographical narratives (oral or written and video-interviews) to contribute to continuing development, ability to adapt to the changes of all types, brings closure to painful events and a sense of personal fulfilment. In general, the project aims to contribute to increased participation in lifelong learning for people of all ages, including those with special needs and disadvantaged groups, regardless of their socio-economic background and to improve pedagogical approaches, as well as the management of adult education organisations.

14 7. Extra Heading/Section: Bibliography This section provides the literature used for writing about second generation of migrants in the different European countries involved in the Bridge project Italy, Austria, United Kingdom, Slovenia, Sweden, the Netherlands, Germany and about autobiographical approach in intercultural pedagogy. This literature could represent also a theoretical support for the trainers and teachers of the training course which are in direct contact with second generation of migrants. References about Second Generation of Migrants Alba, R.D. and V. Nee (1997), Rethinking Assimilation Theory for a New Era of Immigration, International Migration Review, Vol. 31, No. 4, pp Algan, Y., Dustmann, C., Glitz, A. and A. Manning (2009), The Economic Situation of First-Second Generation Immigrants in France, Germany, and France, Discussion Paper CReAM Centre of Research an Analysis of Migration, University of London, No. 22, pp Andall, J.M. (2002), Second Generation Attitude? African-Italians in Milan, Journal of Ethnic and Migration Studies, Vol. 28, No. 3, pp Andall, J. (2003), Italiani o stranieri? La seconda generazione in Italia, in G. Sciortino and A. Colombo, Un'immigrazione normale. Bologna: il Mulino, pp Ambrosini, M. (2004), Il futuro in mezzo a noi. Le seconde generazioni scaturite all immigrazione nella società italiana dei prossimi anni, in M. Ambrosini and S. Molina (eds), Seconde generazioni. Un introduzione al futuro dell immigrazione in Italia. Torino: Edizioni Giovanni Agnelli, pp Ambrosini, M. and E. Caneva, La ricerca sociale sulle seconde generazioni, in Ismu (eds), Tredicesimo rapporto sulle migrazioni Milano: FrancoAngeli, pp Ambrosini, M. and L. Queirolo Palmas (2005), Latinos alla scoperta dell'europa. Nuove migrazioni e spazi della cittadinanza. Milano: FrancoAngeli. Ambrosini, M. and S. Molina (eds) (2004), Seconde generazioni. Un introduzione al futuro dell immigrazione in Italia. Torino: Edizioni Giovanni Agnelli. AMS (2007), Analyse der KundInnengruppe Jugendliche mit Migrationshintergrund am Wiener AMS Jugendliche, available at: [access 02/12/09] Battu, H and Zenou, Y (2009), Oppositional Identities and Employment for Ethnic Minorities. Evidence from England. Discussion Paper Series CDP No 24/09 London: Centre for Research and Analysis of Migration. Beck, U. (2005), Lo sguardo cosmopolita. Roma: Carocci. Behrenz, L., Hammarstedt, M. and Månsson, J. (2007) Second-Generation Immigrants in the Swedish Labour Market, International Review of Applied Economics, Vol. 21, No. 1, pp

15 Bertani, M. and P. Di Nicola (2009), Sfide trans-culturali e seconde generazioni. Milano: FrancoAngeli. Blackaby, D., Leslie, D., Murphy, P., and N. O Leary, Born in Britain: How Are Native Ethnic Minorities Faring in the British Labour Market? Economics Letters, Vol. 88, BM:UKK (2008), Stellungnahme des österreichischen Bundesministeriums für Unterricht, Kunst und Kultur zum Grünbuch Migration und Mobilität: Chancen und Herausforderungen für die EU-Bildungssysteme, available at: www. ec.europa.eu/education/migration/austria_de.pdf [access 02/12/08] Bonilla-Silva, E. (1997), Rethinking Racism: Toward a Structural Interpretation, American Sociological Review, Vol. 62, No. 3 (June), pp Bonilla-Silva, E. Lewis, A. and D. G. Embrick (2004), I Did Not Get That Job Because of a Black Man... : The Story Lines and Testimonies of Color-Blind Racism, Sociological Forum, Vol. 19, No. 4 (December), pp Bosisio, R., Colombo, E., Leonini L. and P. Rebughini (2005), Stranieri & Italiani. Una ricerca tra gli adolescenti figli di immigrati nelle scuole superiori. Roma: Donzelli. Caritas/Migrantes (2007), Immigrazione. Dossier statistico Roma: Idos. Caritas/Migrantes (2009), Immigrazione. Dossier Statistico Roma: Idos. Casacchia, O., Natale, L., Paterno, A. and L. Terzera (eds) (2008) Studiare insieme, crescere insieme? Un'indagine sulle seconde generazioni in dieci regioni italiane. Milano: FrancoAngeli. Ceccagno, A. (2004), Giovani migranti cinesi: La seconda generazione a Prato. Milano: FrancoAngeli. Child I.L. (1943), Italian or American? The Second Generation in Conflict. New Haven: Yale University Press. Chiodi, F. M. and M. Benadusi (eds) (2006), Seconde generazioni e località: Giovani volti della migrazione cinese, marocchina e rumena in Italia. Roma: Edizioni Fondazione Labos Clauss, S. and B. Nauck (2009), The Situation about Children with Migrant Origin in Germany, Innocenti Working Paper Special Series on Children in Immigrant Families in Affluent Societies - United Nations Children s Fun), No. 14, pp Cologna, D. (2007) La comunità cinese a Milano. Available at: Tuttocina.it/momdo_cinese/117/117 Colombo, E. (2007), Decostruire l identità. Individuazione e identificazione in un mondo globale, Culture: annali del Dipartimento di Lingue e Culture Contemporanee della Facoltà di Scienze Politiche dell'università degli Studi di Milano, pp Colombo, E. (2007), Multiculturalismo quotidiano. Le pratiche della differenza: Milano: Franco Angeli. Colombo, E. and G. Semi (eds) (2007), Multiculturalismo quotidiano. Le pratiche della differenza. Milano: FrancoAngeli.

16 Colombo, E., Domaneschi, L. and C. Marchetti (2009), Una nuova generazione di italiani. Milano: FrancoAngeli. Colombo, E., Leonini, L. and P. Rebughini (2009). Different but not stranger. Everyday collective Identifications among adolescent Children of Immigrants in Italy, Journal of Ethnic and Migration Studies, Vol. 35, No. 1, pp Crawley, H. (2009), 'The Situation of Children in Immigrant Families in the United Kingdom', Innocenti Working Paper Special Series on Children in Immigrant Families in Affluent Societies United Nations Children s Fund, No. 18, pp Crul, M. (2007), Pathways to Success for the Children of Immigrants. Gütersloh: Bertlemansstiftung. Crul, M. and H. Vermeulen (2003), The Second Generation in Europe, International Migration Review, XXXVII, No. 4, pp Dalla Zuanna G., Farina P. and S. Strozza (2009), Nuovi italiani I giovani immigrati cambieranno il nostro paese?. Bologna: il Mulino. Dale A., N. Shaheen, V. Kalra and E. Fieldhouse (2000), Routes into Education and Employment for Young Pakistani and Bangladeshi Women in the UK, Ethnic and Racial Studies, Vol. 25, No. 6, pp De Heus, M. and J. Dronkers (2010), The educational performance of children of immigrants in 16 OECD countries. The influence of educational systems and other societal features of both countries of destination and origin, Preliminary version, Paper prepared at the Conference on Inequality Measurement and the Progress of Society 22nd - 23rd April, 2010, Malta Valletta, pp Della Zuanna, G., Farina, P. and Strozza, S. (2009), Nuovi italiani. I giovani immigrati cambieranno il nostro paese. Bologna: il Mulino. Demarie, M. and S. Molina (2004), 'Le seconde generazioni: Spunti per il dibattito italiano', pp. ix xxiii in M. Ambrosini and S. Molina (eds), Seconde generazioni: Un introduzione al futuro dell immigrazione in Italia, Torino: Edizioni Fondazione Giovanni Agnelli. De Valk, H. A., Noam, K., Bosh A. and G. Beets (2009), 'Children in Immigramt Families in the Netherlands: A Statistical Portrait and a review of the Literature', Innocenti Working Paper Special Series on Children in Immigrant Families in Affluent Societies United Nations Children s Fund, No. 16, pp D Ignazi, P. (2008), Ragazzi immigrati: L'esperienza scolastica degli adolescenti attraverso l'intervista biografica. Milano: FrancoAngeli. Egger, R. (2009), Die (eigene) Geschichte als aktiver Lernweg. Über Möglichkeiten der Biographieforschung in der Erwachsenenbildung, available at: [access: 03/02/2010] Elliott, R. and J. K. Lindley (2006), Immigrant Wage Differentials, Ethnicity and Occupational Clustering, University of Sheffield, Department of Economics Working Paper Series No

17 European Commission (2004), L integrazione scolastica dei bambini immigrati in Europa, Brussels: Eurydice, Directorate-General for Education and Culture, European Commission. European Foundation for the Improvement of living and Working Conditions (2007), Employment and working conditions of migrant workers. [access 02/12/09] Farley R. and R. Alba (2002), The New Second Generation in the United States, International Migration Review, Vol. 36, No. 3 (Autumn), pp Faist, T. (2000), The Volume and Dynamics of International Migration and Transnational Social Spaces, Oxford: Oxford University Press. Favaro, G. and M. Napoli (2004), Ragazze e ragazzi nella migrazione: Adolescenti stranieri; identità, racconti, progetti. Milano: Guerini. Favaro, G. and M. Napoli (eds) (2002), Come un pesce fuor d acqua: Il disagio nascosto dei bambini e dei ragazzi immigrati. Milano: Guerini. Favaro, G. and M. Tognetti Borgogna (1989), Politiche sociali ed immigrati stranieri. Firenze: La Nuova Italia Scientifica. Feliciano, C. (2006), Beyond the Family: The Influence of Premigration Group Status on the Educational Expectations of Immigrants' Children, Sociology of Education, Vol. 79, No. 4 (October), pp Fertig M. And C. M. Schmidt (2001), 'First- and Second-Generation Migrants in Germany - What Do We Know and What Do People Think?', IZA Discussion Paper, No. 286, pp Fitzinger, O. and M. Traversi (eds) (2006), L accoglienza degli alunni stranieri e delle loro famiglie in Italia e Europa, Rome: Carocci. Fravega, E. and L. Queirolo Palmas (eds) (2003), Classi meticce: Giovani, studenti e insegnanti nelle scuole delle migrazioni, Roma: Carocci. Giovannini, G. and L. Queirolo Palmas (eds) (2002), Una scuola in comune: Esperienze scolastiche in contesti multietnici italiani, Torino: Edizioni Fondazione Giovanni Agnelli. Glick Schiller, N., Basch, L. and C. Szanton Blanc (1992), Transnationalism: a new analytic framework for understanding migration, in N. Glick Schiller, L. Basch and C. Szanton Blanc (eds), Toward a Transnational Perspective on Migration. New York: New York Academy of Sciences, pp Graham, M. and G. Robinson (2004), "The Silent Catastrophe": Institutional Racism in the British Educational System and the Underachievement of Black Boys, Journal of Black Studies, Vol. 34, No. 5 (May), pp Greco, S., Clayton, P.M. and A. Janko Spreizer (2007), Migrants and Refugees in Europe: Models of Integraion and New Challenges for Vocational Guidance. Milano: FrancoAngeli.

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